본문 바로가기
KERD
논문KCI 등재

영어쓰기 교사 피드백에 대한 학습자 인식

College Students’ Perceptions of English Writing Teacher Feedback

김지연
한국영어영문학회 (The English Language and Literature Association of Korea)|2019.08|영어영문학 (The Journal of English Language and Literature)|제24권 제3호|pp. 273-301|DOI https://doi.org/10.46449/MJELL.2019.08.24.3.273

2

조회

0

다운로드

3

인용

0

참고문헌

키워드

내용 피드백English proficiency level영어 능숙도 수준쓰기교사 피드백표층오류 수정writing teacher feedbacksurface-level error correctionfeedback on content
주제분류영어와문학

초록

This study aims to examine 94 Korean college students’ perceptions of their teachers’ feedback on their English writing based on the questionnaire and interview data. Differences were found in the teachers’ feedback practices and the students’ views of them by English proficiency level. One teacher focused on correcting grammatical errors, while the other emphasized feedback to both form and content. Low proficient(LP) students thought the teacher focused on surface-level error correction. High proficient(HP) students felt the teacher gave more feedback on the content of their first draft, and on the form of their final version. Seventy-six percent of LP students indicated that the teacher corrected errors, but 63% of HP students stated that the teacher just marked them. Two-thirds of HP students thought their teacher feedback was useful to develop the content and organization of their writing. More than three fifths of students believed their feedback was helpful in improving writing accuracy.

Abstract

This study aims to examine 94 Korean college students’ perceptions of their teachers’ feedback on their English writing based on the questionnaire and interview data. Differences were found in the teachers’ feedback practices and the students’ views of them by English proficiency level. One teacher focused on correcting grammatical errors, while the other emphasized feedback to both form and content. Low proficient(LP) students thought the teacher focused on surface-level error correction. High proficient(HP) students felt the teacher gave more feedback on the content of their first draft, and on the form of their final version. Seventy-six percent of LP students indicated that the teacher corrected errors, but 63% of HP students stated that the teacher just marked them. Two-thirds of HP students thought their teacher feedback was useful to develop the content and organization of their writing. More than three fifths of students believed their feedback was helpful in improving writing accuracy.

참고문헌 (29)

  1. 이상교, "영어 쓰기 학습에 있어 교사 피드백에 관한 인식과 학습동기의 연관성에 관한 연구", 언어과학, 19(2), pp.79~95 (2012), 한국언어과학회[DOI]
  2. Bitchener, J., "Evidence in support of written corrective feedback", Journal of Second Language Writing, 27(2), pp.102~118 (2008)
  3. Bijami, M., "The relationship between teacher’s written feedback and students’ writing performance : Sociocultural perspective", International Journal of Education & Literacy Studies, 4(1), pp.59~66 (2016)
  4. John Burrell, "Instructors’ Use of Written Corrective Feedback at a Korean University", 현대영어교육, 16(4), pp.91~111 (2015), 현대영어교육학회
  5. 진정숙, "EFL Learners' Perceptions on English Writing Tasks and Teacher Feedback", 영어어문교육, 13(1), pp.1~26 (2007), 한국영어어문교육학회
  6. Cohen, A., "Learner strategies in second language learning", pp.57~69 (1987), Prentice-Hall
  7. Diab, R. L., "EFL university students’ preferences for error correction and teacher feedback", TESL Reporter, 38(1), pp.27~51 (2005)
  8. Diab, R. L., "Teachers’ and students’ beliefs about responding to ESL writing : A case study", TESL Canada Journal, 23(1), pp.28~43 (2005)
  9. Ferris, D. R., "Student reactions to teacher response in multiple-draft composition classrooms", TESOL Quarterly, 29(1), pp.33~53 (1995)
  10. Ferris, D. R., "The case for grammar correction in L2 writing classes : A response to Truscott(1996)", Journal of Second Language Writing, 8(1), pp.1~11 (1999)
  11. Ferris, D. R., "Teaching ESL composition : Purpose, process, and practice" (1998), Lawrence Erlbaum
  12. Ferris, D. R., "Was Truscott right? New evidence on the effects of error correction in L2 writing classes", Paper presented at the AAAL Conference (2000)
  13. Ferris, D. R., "Error correction in L2 writing classes: How explicit does it need to be?", Journal of Second Language Writing, 10, pp.161~184 (2001)
  14. Guenette, D., "Is feedback pedagogically correct? Research design issue in studies of feedback on writing", Journal of Second Language Writing, 16(1), pp.40~53 (2007)
  15. Hairston, M., "Training the new teacher of college composition", pp.117~124 (1986), NCTE
  16. Hamouda, A., "A study of students and teachers’ preferences and attitudes towards correction of classroom written errors in Saudi EFL contexts", English Language Teaching, 4(3), pp.128~141 (2011)
  17. Hegcock, J., "Some input on input : Two analyses of student response to expert feedback in L2 writing", Modern Language Journal, 80, pp.287~308 (1996)
  18. Kjaergaard, H. W., "ICT and feedback practices in the lower-secondary foreign language classroom", Journal of Educational Multimedia and Hypermedia, 26(2), pp.161~177 (2017)
  19. Lande, J. F., "Reducing composition errors : An experiment", Modern Language Journal, 66, pp.140~149 (1982)
  20. Lee, I., "ESL learners’ performance in error correction in writing : Some implications for college-level teaching", System, 25(4), pp.465~477 (1997)
  21. Lee, I., "Error correction in L2 secondary writing classrooms : The case of Hong Kong", Journal of Second Language Writing, 13(4), pp.285~312 (2004)
  22. Lee, I, "Error correction in the L2 writing classroom: What do students think?", TESL Canada Journal, 22(2), pp.1~16 (2005)
  23. Lee, I., "Understanding teachers’ written feedback practices in Hong Kong secondary classrooms", Journal of Second Language Writing, 17(2), pp.69~85 (2008)
  24. Lee, I., "Student reactions to teacher feedback in two Hong Kong secondary classrooms", Journal of Second Language Writing, 17(3), pp.144~164 (2008)
  25. Leki, I., "The preferences of ESL students for error correction in college-level writing classes", Foreign Language Annals, 24(3), pp.203~218 (1991)
  26. Liu, Q., "Methodological synthesis of research on the effectiveness of corrective feedback in L2 writing", Journal of Second Language Writing, 30, pp.66~81 (2015)
  27. Mahfoodh, O. H. H., "A qualitative case study of EFL students’ affective reactions to and perceptions of their teachers’ written feedback", English Language Teaching, 4(3), pp.14~25 (2011)
  28. Truscott, J., "The case against grammar correction in L2 writing classes", Language Learning, 46(2), pp.327~369 (1996)
  29. Zamel, V., "Responding to student writing", TESOL Quarterly, 19(1), pp.79~101 (1985)

관련 논문AI추천

교사/동료 피드백이 영어쓰기에 대한 학습자 인식에 미치는 영향 : 쓰기 수준별 분석김영자한국영어영문학회 · 영어영문학2013 · 제18권 제1호영어 쓰기 학습에 있어 교사 피드백에 관한 인식과 학습동기의 연관성에 관한 연구이상교, 전지현한국언어과학회 · 언어과학2012 · 제19권 제2호오류수정 피드백: 학습자 인식과 강의자 자기평가 및 실제한영주한국언어과학회 · 언어과학2012 · 제19권 제4호한국 대학생의 영작문 활동 시 나타나는 동료피드백의 양상 및 이에 대한 인식이지연현대영어교육학회 · 현대영어교육2010 · 제11권 제3호A Case Study of the Effects and Perceptions ofTeacher Feedback on Korean University Students’ Writing in a Process-oriented Approach김향일대한영어영문학회 · 영어영문학연구2014 · 제56권 제4호초등영어 쓰기 교정 피드백에 관한 교사와 학습자의 인식 및 선호안경자, 이규희초등교육연구원 · 한국초등교육2019 · 제30권 제3호

이 간행물의 다른 논문 (15건)

『조금(Neaptide)』에 나타난 모성과 성 정체성박경란pp. 1-18타자에서 주체로: 수잔-로리 팍스의 『인 더 블러드』박부순pp. 19-38오스카 와일드의 『행복한 왕자와 이야기들』에 나타난 사회적 미학양윤정pp. 39-58동사-불변화사 결합력에 관한 연구: 코퍼스 분석을 중심으로강윤정pp. 59-82영어성경(NIV)의 한국어 번역에 대한 몇 가지 제안 - 마태복음을 중심으로 -은호윤pp. 83-101
원문 보기