Korean EFL Learners’ Perceptions of Corrective Feedback and Coaching on Writing Online Book Reports
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The purpose of this study is to examine Korean EFL college learners’ perceptions of corrective feedback and coaching utilizing an error checklist to identify their preferred feedback types and methods to provide more appropriate and systematic feedback. The participants were 89 Korean EFL freshmen enrolled in ‘English for College Students’assigned to two levels. Students read English storybooks and completed online book reports twice. After their first submission, they received the teacher’s feedback and completed the second book report with the feedback in mind. A questionnaire survey and follow-up interviews were conducted. The results showed that the learners perceived the Reading Lab task to be interesting and helpful for enhancing their reading and writing skills. They also became more interested in reading storybooks and gained some confidence. The intermediate group perceived that it helped them improve their English grammar skills far more than the beginner group, and the difference was statistically significant. In addition, they perceived teacher’s corrective feedback to be essential and beneficial. With regard to the types of feedback, they preferred grammar-oriented, positive, individual, teacher feedback online in Korean. Moreover, they preferred written, selective feedback from Korean professors with explanations in words. In particular, the beginner group preferred written feedback to oral feedback significantly more than the intermediate group. Furthermore, coaching helped them prevent errors and improve their writing skills. The learners preferred teacher-coaching the most, followed by self-coaching, and peer-coaching. Lastly, a significant positive correlation was observed between the writing task, the feedback, and the coaching instructions. The results of this study seem to add support to recent studies which argue that corrective feedback helps improve L2 learners’ writing.
Abstract
The purpose of this study is to examine Korean EFL college learners’ perceptions of corrective feedback and coaching utilizing an error checklist to identify their preferred feedback types and methods to provide more appropriate and systematic feedback. The participants were 89 Korean EFL freshmen enrolled in ‘English for College Students’assigned to two levels. Students read English storybooks and completed online book reports twice. After their first submission, they received the teacher’s feedback and completed the second book report with the feedback in mind. A questionnaire survey and follow-up interviews were conducted. The results showed that the learners perceived the Reading Lab task to be interesting and helpful for enhancing their reading and writing skills. They also became more interested in reading storybooks and gained some confidence. The intermediate group perceived that it helped them improve their English grammar skills far more than the beginner group, and the difference was statistically significant. In addition, they perceived teacher’s corrective feedback to be essential and beneficial. With regard to the types of feedback, they preferred grammar-oriented, positive, individual, teacher feedback online in Korean. Moreover, they preferred written, selective feedback from Korean professors with explanations in words. In particular, the beginner group preferred written feedback to oral feedback significantly more than the intermediate group. Furthermore, coaching helped them prevent errors and improve their writing skills. The learners preferred teacher-coaching the most, followed by self-coaching, and peer-coaching. Lastly, a significant positive correlation was observed between the writing task, the feedback, and the coaching instructions. The results of this study seem to add support to recent studies which argue that corrective feedback helps improve L2 learners’ writing.
참고문헌 (26)
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