A Comparison of Teacher’s and Senior Students’ Feedback : Student Attitudes and Their Writing Improvement
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- 발행기관
- 아시아영어교육학회 바로가기
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- 간행물
- The Journal of AsiaTEFL SCOPUS KCI 등재 바로가기
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- 통권
- Vol.15 No.2 (2018.06)바로가기
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- 페이지
- pp.329-348
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- 저자
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- 언어
- 영어(ENG)
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- URL
- https://www.earticle.net/Article/A332035
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원문정보
초록
- 영어
- Based on the concepts of Zone of Proximal Development (ZPD), this study compared the effects of feedback given from teacher and senior students on Thai EFL (English as a Foreign Language) students’ writing. The research participants were 33 students majoring in English who were undertaking an English Essay Writing Course and 22 senior students who have already passed the course. The data were collected from a questionnaire, semi-structured interviews, a group discussion, and the students’ writing drafts. The results showed that students found the senior feedback helpful to improve their writing drafts, and they felt comfortable to receive feedback from senior students; however, they had low confidence towards the comments. With regards to teacher comments, students found them helpful to raise their awareness in terms of tenses, grammar, and structure. However, the limitations of teacher feedback were pointed out in terms of confusing comments, stress, and timing. Finally, the analysis of the effects of feedback types on students’ improvements showed that metalinguistic corrective feedback (CF) made by both teacher and senior students led to most of the effective corrections. Based on the findings, the implications and directions for future research will be discussed.
목차
Abstract
Introduction
Literature Review
Writing in an EFL Learning Context
Written Corrective Feedback (WCF)
Teachers’ and Senior Students’ Feedback
Zone of Proximal Development (ZPD)
Methodology
The Participants
The Course
Data Collection Process
Data Analysis
Findings
What are the Types of Feedback Frequently Used by the Teacher and Senior Students?
What are Students’ Attitudes toward the Teacher’s and Senior Students’ Feedback?
Which are the Types of Teacher’s or Senior Students’ Feedback That Help to Improve Students’ Writing?
Discussion
Teacher Intervention Is Still Needed
The Senior Students Who Could Provide Feedback Should Be Selected Systematically
Intensive Training Is Important
Schedule for Further Consultancy Should Be Set up
Conclusion
The Author
References
키워드
Writing in an EFL Learning Context Zone of Proximal Development Teacher’s Feedback Senior Students’ Feedback English Essay Writing저자
간행물 정보
발행기관
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- 발행기관명
- 아시아영어교육학회 [Asia TEFL]
- 설립연도
- 2004
- 분야
- 사회과학>교육학
- 소개
- The goals of Asia TEFL are to promote scholarship, disseminate information, and facilitate cross-cultural understanding among persons concerned with the teaching and learning of English in Asia. In order to accomplish this, Asia TEFL will pursue the following goals: 1. To link ELT professionals in joint research on issues and concerns regarding English teaching and learning in the Asian context. 2. To publish an academic journal, The Asia TEFL Journal, as an internationally recognized journal in the field of English language teaching. 3. To host conferences and seminars addressing important issues concerning ELT in Asia. 4. To develop proficiency guidelines and assessment methods designed for the needs of the Asian context. 5. To develop programs for Asian learners and teachers of English to build their English language proficiency and cultural understanding and provide them with the skills required to be efficient English teaching professionals.
간행물
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- 간행물명
- The Journal of AsiaTEFL
- 간기
- 계간
- pISSN
- 1738-3102
- eISSN
- 2466-1511
- 수록기간
- 2004~2026
- 등재여부
- SCOPUS,KCI 등재
- 십진분류
- KDC 740 DDC 420
이 권호 내 다른 논문 / The Journal of AsiaTEFL Vol.15 No.2
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