오류수정 피드백: 학습자 인식과 강의자 자기평가 및 실제
Error-correction Feedback: Student Perceptions, Teacher Self-assessment, and Actual Teacher Practice
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Error-correction feedback research has focused mostly on how students perceive their teachers’ feedback but much less has been done to ascertain L2 writing teachers’ perceptions of their own feedback practice. To address this research gap, three research questions were investigated: (1)what the quantity of teacher-written feedback is according to the type of feedback, (2)what the relationship is between students’ perceptions of teacher-written feedback and teacher self-assessment, and (3)what the relationship is between teacher self-assessment and their actual practice. Analyses of the survey data and students’ writing tasks with teacher-written feedback showed that the teacher’s self-assessment and students’ perceptions did not match well and the students perceived receiving more feedback than the teacher perceived giving. The accuracy of the teacher self-assessment was not high indicating that the teacher may not be completely aware of his own feedback practice. More importantly, the teacher provided more local feedback than global issues, which was different from what he perceived himself doing. Finally, the results and possible implications pertaining to ways to improve current error correction practices were discussed.
Abstract
Error-correction feedback research has focused mostly on how students perceive their teachers’ feedback but much less has been done to ascertain L2 writing teachers’ perceptions of their own feedback practice. To address this research gap, three research questions were investigated: (1)what the quantity of teacher-written feedback is according to the type of feedback, (2)what the relationship is between students’ perceptions of teacher-written feedback and teacher self-assessment, and (3)what the relationship is between teacher self-assessment and their actual practice. Analyses of the survey data and students’ writing tasks with teacher-written feedback showed that the teacher’s self-assessment and students’ perceptions did not match well and the students perceived receiving more feedback than the teacher perceived giving. The accuracy of the teacher self-assessment was not high indicating that the teacher may not be completely aware of his own feedback practice. More importantly, the teacher provided more local feedback than global issues, which was different from what he perceived himself doing. Finally, the results and possible implications pertaining to ways to improve current error correction practices were discussed.
참고문헌 (28)
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