NESTs’ Perceptions of Feedback on L2 Writing
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초록
The purpose of this study was to investigate native English speaker teachers’ (NESTs’)perceptions of and attitudes toward giving feedback on L2 learners’ writing. Three native English teachers participated in this study. For data collection, the interview of open-ended questions with individual participant was implemented to uncover in-depth opinion. The data were analyzed through content analysis and major themes were identified. The findings of this study revealed that the primary factors (content, language, and organization) influencing on giving feedback seemed to vary among teachers. Second, teachers correct students’ grammar errors selectively. That is, no one addressed that they correct all the grammatical errors. It was also found that the teachers tend to prefer indirect feedback to direct feedback. They reported that through the process of writing, they tried to provide students with self-editing and peer review opportunities as a means of improving students’ work. In addition, the teachers believed that students are making progress in accuracy from draft to draft. Lastly, the teachers have some degree of flexibility upon providing feedback although there is some variation within them.
Abstract
The purpose of this study was to investigate native English speaker teachers’ (NESTs’)perceptions of and attitudes toward giving feedback on L2 learners’ writing. Three native English teachers participated in this study. For data collection, the interview of open-ended questions with individual participant was implemented to uncover in-depth opinion. The data were analyzed through content analysis and major themes were identified. The findings of this study revealed that the primary factors (content, language, and organization) influencing on giving feedback seemed to vary among teachers. Second, teachers correct students’ grammar errors selectively. That is, no one addressed that they correct all the grammatical errors. It was also found that the teachers tend to prefer indirect feedback to direct feedback. They reported that through the process of writing, they tried to provide students with self-editing and peer review opportunities as a means of improving students’ work. In addition, the teachers believed that students are making progress in accuracy from draft to draft. Lastly, the teachers have some degree of flexibility upon providing feedback although there is some variation within them.
참고문헌 (32)
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