지원사업
학술연구/단체지원/교육 등 연구자 활동을 지속하도록 DBpia가 지원하고 있어요.
커뮤니티
연구자들이 자신의 연구와 전문성을 널리 알리고, 새로운 협력의 기회를 만들 수 있는 네트워킹 공간이에요.
초록· 키워드
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The purpose of this study was to investigate students’ feedback preference to provide student-friendly instruction for EFL (English as a Foreign Language) students. Specifically, the researcher was concerned with students’ reactions to receiving direct and indirect feedback through their experiences of taking two different courses where they had chances to revise their writing samples based on direct or indirect feedback. 50 students at Y university participated in this study and they were asked to complete the questionnaire. 10 of the participants were also interviewed. The results revealed that from students’ perspectives, direct feedback was efficient considering affective factors, such as confidence, security, interest, and motivation and both direct and indirect feedback were helpful to understand learning strategies involved in writing processes. However, when it comes to learning outcomes, they felt that indirect feedback gave them more benefits. In addition, they also expressed that receiving indirect feedback was more advantageous to them because it provided them with a meaningful learning environment. In sum, it was found that both types of feedback had a positive impact on students’ writing processes and to create a more effective learning environment, the following two pedagogical implications were suggested. First, when giving feedback, teachers should consider students’ self correction abilities to provide them with appropriate types of feedback. Second, having more chances to meet students outside the classroom in the form of individual writing conference will be suggested to clear up ambiguity on the part of students.
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참고문헌 (26)
참고문헌 신청
Anderson, R. / 1965 / Reading in the psychology of cognition / Holt. Rinehart & Winston
Ashwell, T / 2000 / Patterns of teacher response to student writing in a multiple draft composition classroom: Is content feedback followed by form feedback the best method /
Bitchener, J. / 2005 / The effect of different types of feedback on ESL students writing / Journal of Second Language Writing 14 (3) : 191 ~ 205
Chandler, J / 2003 / The efficacy of various kinds of error feedback for improvement in the accuracy and fluency of L2 student writing / Journal of Second Language Writing 12
Chin, Cheongsook / 2007 / EFL Students' Beliefs and Processing Behaviors toward Writing and Teacher Response / 영어어문교육 13 (4) : 1 ~ 32
Ashwell, T / 2000 / Patterns of teacher response to student writing in a multiple draft composition classroom: Is content feedback followed by form feedback the best method /
Bitchener, J. / 2005 / The effect of different types of feedback on ESL students writing / Journal of Second Language Writing 14 (3) : 191 ~ 205
Chandler, J / 2003 / The efficacy of various kinds of error feedback for improvement in the accuracy and fluency of L2 student writing / Journal of Second Language Writing 12
Chin, Cheongsook / 2007 / EFL Students' Beliefs and Processing Behaviors toward Writing and Teacher Response / 영어어문교육 13 (4) : 1 ~ 32
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