Exploring Multiple Feedback Methods in a Korean EFL Writing Class
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참고문헌
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초록
The purpose of this study was to investigate effective and efficient feedback methods in an EFL writing classroom. The participants of the study were 24 students enrolled in an advanced English composition class at a university in Korea. The students exchanged peer feedback in small groups and each group was asked to write an argumentative essay on the same topic and exchange both written and oral feedback with their peers based on the guidelines provided on the peer feedback form. Then, the participants received both written and oral feedback from the instructor. The participants wrote three drafts altogether: first draft, second drafts based on the peer feedback, and the final versions revised according to teacher feedback. A paired t-test indicated that after receiving feedback from peers, the participants' revisions had significantly improved in terms of both holistic and analytic measurements; furthermore, significant differences were also found in the final versions revised after the teacher feedback using the same analysis. Additionally, the current study closely examined the participants' samples to illustrate the different ways of revisions made by the students, and to show the differences between the peer and teacher feedback. This study clearly shows that using different kinds of feedback methods (oral and written; peer and teacher) in the appropriate writing stages may lead to improvement of Korean EFL learners' writing.
Abstract
The purpose of this study was to investigate effective and efficient feedback methods in an EFL writing classroom. The participants of the study were 24 students enrolled in an advanced English composition class at a university in Korea. The students exchanged peer feedback in small groups and each group was asked to write an argumentative essay on the same topic and exchange both written and oral feedback with their peers based on the guidelines provided on the peer feedback form. Then, the participants received both written and oral feedback from the instructor. The participants wrote three drafts altogether: first draft, second drafts based on the peer feedback, and the final versions revised according to teacher feedback. A paired t-test indicated that after receiving feedback from peers, the participants' revisions had significantly improved in terms of both holistic and analytic measurements; furthermore, significant differences were also found in the final versions revised after the teacher feedback using the same analysis. Additionally, the current study closely examined the participants' samples to illustrate the different ways of revisions made by the students, and to show the differences between the peer and teacher feedback. This study clearly shows that using different kinds of feedback methods (oral and written; peer and teacher) in the appropriate writing stages may lead to improvement of Korean EFL learners' writing.
참고문헌 (51)
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