The Perception Change toward Feedback in L2 Writing: An Analysis of Graduate Students’ Writing Processes
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초록
This study aims to examine the perception change of 29 graduate students toward both teacher and peer feedbacks over one semester, while they are taking a process-oriented writing course. They are all graduate students, and major in teaching English as a foreign language. Pre- and post-surveys were conducted to see if there were any perception changes toward teacher and peer feedbacks during the semester. Along with the distribution of questionnaires, subsequent analysis was conducted as well: all descriptive writing drafts of 2 participants were closely examined along with the post-interview session. In addition, all feedback sessions 2 participants were engaged in were audiotaped and transcribed. With these data, all descriptive writing drafts of them were analyzed according to Faigley and Witte’s (1981) taxonomy. The result reveals that teacher feedback was consistently preferred over peer feedback by 29 students during the semester. However, 2 participants responded that they had difficulty in understanding oral and written feedbacks respectively. The pedagogical implication of this result is the need of training L2 writers to peer feedback into the L2 writing course in the tertiary education.
Abstract
This study aims to examine the perception change of 29 graduate students toward both teacher and peer feedbacks over one semester, while they are taking a process-oriented writing course. They are all graduate students, and major in teaching English as a foreign language. Pre- and post-surveys were conducted to see if there were any perception changes toward teacher and peer feedbacks during the semester. Along with the distribution of questionnaires, subsequent analysis was conducted as well: all descriptive writing drafts of 2 participants were closely examined along with the post-interview session. In addition, all feedback sessions 2 participants were engaged in were audiotaped and transcribed. With these data, all descriptive writing drafts of them were analyzed according to Faigley and Witte’s (1981) taxonomy. The result reveals that teacher feedback was consistently preferred over peer feedback by 29 students during the semester. However, 2 participants responded that they had difficulty in understanding oral and written feedbacks respectively. The pedagogical implication of this result is the need of training L2 writers to peer feedback into the L2 writing course in the tertiary education.
참고문헌 (40)
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