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한국 대학생의 영작문 활동 시 나타나는 동료피드백의 양상 및 이에 대한 인식

이지연
현대영어교육학회 (The Modern English Education Society)|2010.12|현대영어교육 (Modern English Education)|제11권 제3호|pp. 134-161

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참고문헌

키워드

영작문 수준/동료피드백/형성적 피드백/수정적 피드백writing proficiency level/peer feedback/formative feedback/corrective feedback

초록

This study aims to investigate the characteristics of Korean EFL college students’ peer feedback to English writing and their perception of it. 30 students at a college in Seoul participated in the study. They were divided into three groups according to their English writing proficiency level through a pre-test. Each group of 10 students was divided into 5 pairs. They were, then, asked to write three pieces of English writing and to give peer feedback and the third ones were analyzed for the study. The participants also answered to the questionnaire. The results revealed that: 1) advanced-level students gave more feedback than beginning-level students; 2) even the advanced-level students preferred giving corrective feedback to formative feedback; 3) the advancedlevel students gave feedback in more definite and directive way than the beginninglevel students; 4) students of both levels found peer feedback beneficial to their revision and writing improvement from various aspects. The conclusion was that to escalate the efficacy of feedback activity and to help them consider writing as communication, there is a need to expose them to various kinds of feedback including peer feedback as well as teacher feedback, and formative feedback as well as corrective feedback. Also, it was suggested that prior training for peer feedback activity should be systematically provided for them.

Abstract

This study aims to investigate the characteristics of Korean EFL college students’ peer feedback to English writing and their perception of it. 30 students at a college in Seoul participated in the study. They were divided into three groups according to their English writing proficiency level through a pre-test. Each group of 10 students was divided into 5 pairs. They were, then, asked to write three pieces of English writing and to give peer feedback and the third ones were analyzed for the study. The participants also answered to the questionnaire. The results revealed that: 1) advanced-level students gave more feedback than beginning-level students; 2) even the advanced-level students preferred giving corrective feedback to formative feedback; 3) the advancedlevel students gave feedback in more definite and directive way than the beginninglevel students; 4) students of both levels found peer feedback beneficial to their revision and writing improvement from various aspects. The conclusion was that to escalate the efficacy of feedback activity and to help them consider writing as communication, there is a need to expose them to various kinds of feedback including peer feedback as well as teacher feedback, and formative feedback as well as corrective feedback. Also, it was suggested that prior training for peer feedback activity should be systematically provided for them.

참고문헌 (31)

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  16. 김미경, "Lessons Learned from Twelve Korean Teachers of College-level EFL Writing", 영어학, 3(2), pp.181~210 (2003), 한국영어학회
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  18. Lee, I., "Ten mismatches between teachers’ beliefs and written feedback practice", ELT Journal, 63(1), pp.13~19 (2008)
  19. Leki, I., "Preferences of ESL students for error correction in college level writing classes", Foreign Language Annals, 24(3), pp.203~218 (1991)
  20. 임정완, "Responding to Students Writing: Peer and Teacher Feedback", 현대영어교육, 8(2), pp.59~74 (2007), 현대영어교육학회
  21. Lynch, T., "The lexical approach" (1996), Language Teaching Publications
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  24. Min, H-T., "The effect of trained peer review on EFL students’ revision types and writing quality", Journal of Second Language Writing, 15, pp.118~141 (2006)
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  26. OFSTED, "Subjects and standards: Issues for school development arising from OFSTED inspection findings 1994-5" (1996), HMSO
  27. Rollinson, P., "Using peer feedback in the ESL writing class", ELT Journal, 59(1), pp.23~30 (2005)
  28. Shin, S. J., "The reflective L2 writing teacher", ELT Journal, 57(1), pp.3~10 (2003)
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관련 논문AI추천

동료의 대면 피드백과 익명 피드백이 대학생의 영작문 수정에 미치는 영향 탐구이호, 오예은21세기영어영문학회 · 영어영문학212015 · 제28권 제1호Comparison of Peer Feedback by Undergraduate Korean Students and Native English Freshmen김훈밀팬코리아영어교육학회 · 영어교육연구2013 · 제25권 제3호Exploring the Talk in EFL Students’ Peer Feedback: Content, Perspectives, and Desire이영화팬코리아영어교육학회 · 영어교육연구2011 · 제23권 제1호영어쓰기 교사 피드백에 대한 학습자 인식김지연한국영어영문학회 · 영어영문학2019 · 제24권 제3호Perceptions on Distance Peer Feedback in a Korean EFL Writing Context유호정외국어교육연구소 · 외국어교육연구2014 · 제28권 제2호교사 피드백과 동료 피드백이 학생들의 작문 수정과 향상에 미치는 영향 비교김연희대한영어영문학회 · 영어영문학연구2015 · 제57권 제3호

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