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The purpose of this study was to determine the preferences of Korean university students among five specific types of written corrective feedback (WCF) for English writing. A cross-sectional sample of ninety-two freshmen at a private university were administered an anonymous questionnaire. The participants were given examples of passages using the different types of WCF and were asked to rate the usefulness of each on a scale of one to seven. The study also wanted to determine the five types of WCF. Follow up group interviews were conducted to gain additional information about their preferences. The results of a repeated-measures ANOVA clearly showed Direct WCF was preferred by the students over the other methods by significant margin. ANOVA tests showed a cluster of three methods: Indirect A, Meta A, and Meta B in second place. There was no significant difference between the participants’ preference for these three methods. ANOVA also showed Indirect B, as the least useful of all the methods. Prior to the time of the study, the students had little experience with methods other than direct correction. However, the group interviews showed that the students understood the potential value of the indirect methods.
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참고문헌 (57)
참고문헌 신청
Alshahrani, A. / 2014 / Investigating teachers’ written corrective feedback practices in a Saudi EFL context: How do they align with their beliefs, institutional guidelines, and student preferences? / Australian Review of Applied Linguistics 37(2):101~122
Amrhein, H. R. / 2010 / Written corrective feedback: What do students and teachers think is right and why? / Canadian Journal of Applied Linguistics/Revue canadienne de linguistique appliquée 13(2):95~127
Barnes, B. D. / 2010 / The attributes of effective lecturers of English as a foreign language as perceived by students in a Korean university / Australian Journal of Teacher Education 35(1):139~152
Barnes, B. D. / 2013 / Student perceptions of effective foreign language teachers : A quantitative investigation from a Korean university / Australian Journal of Teacher Education 38(2):19~36
Block, D. / 1994 / A day in the life of a class : Teacher/learner perceptions of task purpose in conflict / System 22(4):473~486
Amrhein, H. R. / 2010 / Written corrective feedback: What do students and teachers think is right and why? / Canadian Journal of Applied Linguistics/Revue canadienne de linguistique appliquée 13(2):95~127
Barnes, B. D. / 2010 / The attributes of effective lecturers of English as a foreign language as perceived by students in a Korean university / Australian Journal of Teacher Education 35(1):139~152
Barnes, B. D. / 2013 / Student perceptions of effective foreign language teachers : A quantitative investigation from a Korean university / Australian Journal of Teacher Education 38(2):19~36
Block, D. / 1994 / A day in the life of a class : Teacher/learner perceptions of task purpose in conflict / System 22(4):473~486
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