College Students' Revision Behaviors: Are they Motivated by the Inner-drive or Teacher Feedback?
1
조회
0
다운로드
0
인용
0
참고문헌
키워드
초록
In a process-oriented English writing classroom where students are required to revise their papers before submission, teacher feedback should play an important role in guiding their revisions. However, it is not clear how this feedback is read by the students and what motivates them to ignore it or integrate it into their revisions. This study attempts to explore students’ revision-related decision-making processes. To this aim, students’ writing samples in the context of a multiple-draft writing process, the instructor’s feedback, and the data from interviews with the teacher and her students were collected and analyzed. The results of the study indicate the influence of the feedback was not as great as expected and students often revised their papers solely based on their independent decisions. However, this did not mean teacher feedback did not play a role in the process. The quality of the feedback was a critical factor in deciding whether and to what extent it was integrated into revisions. Particularly, the students suffered from difficulties in understanding vague comments and responding to inappropriate comments about their English and writing skill development. These results bear some pedagogical recommendations, including the provision of clear and appropriate feedback regarding students’ levels of writing and English development and the avoidance of excessive comments.
Abstract
In a process-oriented English writing classroom where students are required to revise their papers before submission, teacher feedback should play an important role in guiding their revisions. However, it is not clear how this feedback is read by the students and what motivates them to ignore it or integrate it into their revisions. This study attempts to explore students’ revision-related decision-making processes. To this aim, students’ writing samples in the context of a multiple-draft writing process, the instructor’s feedback, and the data from interviews with the teacher and her students were collected and analyzed. The results of the study indicate the influence of the feedback was not as great as expected and students often revised their papers solely based on their independent decisions. However, this did not mean teacher feedback did not play a role in the process. The quality of the feedback was a critical factor in deciding whether and to what extent it was integrated into revisions. Particularly, the students suffered from difficulties in understanding vague comments and responding to inappropriate comments about their English and writing skill development. These results bear some pedagogical recommendations, including the provision of clear and appropriate feedback regarding students’ levels of writing and English development and the avoidance of excessive comments.
참고문헌 (37)
- Allaei, S. K., "Assessing second language writing in academic contexts", pp.227~240 (1990), Ablex
- Berg, C. E., "The effects of trained peer response on ESL students' revision types and writing quality", Journal of Second Language Writing, 8(3), pp.215~241 (1999)
- Byrd, D., "Practical tips for implementing peer editing tasks in the foreign language classroom", Foreign Language Annals, 26(3), pp.434~441 (2003)
- Carson, J. G., "Chinese students' perception of ESL peer response group interaction", Journal of Second Language Writing, 5(1), pp.1~19 (1996)
- Cho, K., "Student Revision with Peer and Expert Reviewing", Learning and Instruction, 20, pp.328~338 (2010)
- Cho, K., "Scaffolding Writing and Rewriting in the Discipline", Computers and Education, 48, pp.409~426 (2007)
- Connor, U., "Peer response groups in ESL writing classes : How much impact on revision", Journal of Second Language Writing, 3(3), pp.256~276 (1994)
- De Guerrero, M. C. M., "Activating the ZPD : Mutual scaffolding in L2 peer revision", Modern Language Journal, 84(1), pp.51~68 (2000)
- Diab, M. N., "Effects of peer-versus self-editing on students' revision of language errors in revised drafts", System, 38(1), pp.85~95 (2010)
- Ellis, R., "The effects of focused and unfocused written corrective feedback in an English as a foreign language context", System, 36, pp.353~371 (2008)
- Faigley, L., "Analyzing revision", College Composition and Communication, 32(4), pp.400~414 (1981)
- Ferris, D., "Student Reactions to teacher Response in Multiple-draft composition classrooms", TESOL Quarterly, 29(1), pp.33~53 (1995)
- Ferris, D., "The influence of teacher commentary on student revision", TESOL Quarterly, 31, pp.315~339 (1997)
- Ferris, D., "Feedback in second language writing: Contexts and issues", pp.81~104 (2006), Cambridge University Press
- Ferris, D., "Error feedback in L2 writing classes: How explicit does it need to be?", Journal of Second Language Writing, 10, pp.161~184 (2001)
- Gibbs, G., "Conditions under which assessment supports students' learning", Learning and Teaching in Higher Education, 1, pp.3~31 (2004)
- Gielen, S., "Improving the effectiveness of peer feedback for learning", Learning and Instruction, 20, pp.304~315 (2010)
- Goldstein, L. M., "Questions and Answers about Teacher Written Commentary and Student Revision : Teachers and Students Working Together", Journal of Second Language Writing, 13(1), pp.63~80 (2004)
- Hadley, A. O., "Teaching language in context" (2001), Heinle & Heinle Publishers
- Keh, C. L., "Feedback in the writing process: A model and methods for implementation", ELT Journal, 44(4), pp.294~304 (1990)
- Lee, Given, "Constructing Trust between Teacher and Students through Feedback and Revision Cycles in an EFL Writing Classroom", Written Communication, 25(4), pp.506~537 (2008)
- Leki, I., "Potential problem with peer responding in ESL writing classes", CATESOL Journal, 3, pp.5~17 (1990)
- Leki, I., "The preferences of ESL students for error correction in college level writing classes", Foreign Language Annals, 24, pp.203~218 (1991)
- Lensmire, T. J., "Rewriting students’ voice", Journal of Curriculum Studies, 30(3), pp.261~291 (1988)
- Lidz, C. S., "Practitioner’s guide to dynamic assessment" (1991), Guilford Press
- Mangelsdorf, K., "ESL student response stances in a peer-review task", Journal of Second Language Writing, 1(3), pp.235~254 (1992)
- Nelson, G. L., "Peer response groups: Do L2 writers use peer comments in revising their drafts?", TESOL Quarterly, 27, pp.135~142 (1993)
- Paulus, T. M., "The effect of peer and teacher feedback on student writing", Journal of Second Language Writing, 8(3), pp.265~289 (1999)
- Prior, P., "Tracing authoritative and internally persuasive discourses : A case study of response, revision, and disciplinary enculturation", Research in the Teaching of English, 29(3), pp.288~325 (1995)
- Stanley, J., "Coaching student writers to be effective peer evaluators", Journal of Second Languag Writing, 1(3), pp.217~233 (1992)
- Suzuki, M., "Compatibility of L2 Learners' Assessment of Self-and Peer Revisions of Writing with Teachers' Assessment", TESOL Quarterly, 43(1), pp.137~148 (2009)
- Tsui, A. B., "Do secondary L2 writers benefit from peer comments?", Journal of Second Language Writing, 9, pp.147~170 (2000)
- Truscott, J., "Error correction, revision, and learning", Journal of Second Language Writing, 17, pp.292~305 (2008)
- Villamil, O. S., "Peer revision in the L2 classroom: Social-cognitivie activities, mediating strategies, and aspects of social behavior", Journal of Second Language Writing, 5(1), pp.51~75 (1996)
- Yang, M., "A comparative study of peer feedback and teacher feedback in a Chinese EFL writing class", Journal of Second Language Writing, 15, pp.179~200 (2006)
- Zhang, S., "Thoughts on some recent evidence concerning the affective advantage of peer feedback", Journal of Second Language Writing, 8(3), pp.321~326 (1995)
- Zhao, H., "Investigating learners' use and understanding of peer and teacher feedback on writing : A Comparative study in a Chinese English writing classroom", Assessing Writing, 15(1), pp.3~17 (2010)