영어 저널쓰기에서 교사의 피드백 유형이 학습자의 쓰기능력 신장에 미치는 영향
The effects of the teachers’ feedback types on students’ writing ability in English journal writing
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Abstract
This study aims to examine the effectiveness of teacher’s feedback on students’ journal writing in English. Sixty middle school students participated in this research and were given a journal writing task each week. The students were divided into two experimental groups. One group was given meaning-based feedback, and the other was given form-based feedback from the teacher. The T-unit analysis and sentence combining analysis were used to investigate how much the syntactic maturity of each group was enhanced. The results of this study are as follows: 1) the teacher’s feedback on English journal writing was found to be effective for the improvement of the Korean students’ writing ability; and 2) there was no significant difference of effectiveness according to the feedback type on the improvement of students’ English writing abilities.
참고문헌 (27)
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