Where All the Changes Come From: English Language Learners’ Perceptions of Feedback
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This study aims to investigate how English language learner perceptions of feedback affect their actual writing. To date, studies on learner response to feedback are limited in that they have examined only what learners think of teacher or peer feedback, but have failed to relate these perceptions to actual learner paper drafts. To overcome this limitation, this study uses a case study methodology to examine the types of changes three Korean English as a foreign language students, Su-whan, Sol-ji, and Nam-hee make in revision based on feedback. While Su-hwan and Sol-ji approach feedback on a macro- level, Nam-hee views it in a more micro-level. These different perceptions of feedback and revision affect their revised drafts. This study implies that teachers of writing should first understand how students view and value feedback in order to make feedback more useful to students.
Abstract
This study aims to investigate how English language learner perceptions of feedback affect their actual writing. To date, studies on learner response to feedback are limited in that they have examined only what learners think of teacher or peer feedback, but have failed to relate these perceptions to actual learner paper drafts. To overcome this limitation, this study uses a case study methodology to examine the types of changes three Korean English as a foreign language students, Su-whan, Sol-ji, and Nam-hee make in revision based on feedback. While Su-hwan and Sol-ji approach feedback on a macro- level, Nam-hee views it in a more micro-level. These different perceptions of feedback and revision affect their revised drafts. This study implies that teachers of writing should first understand how students view and value feedback in order to make feedback more useful to students.
참고문헌 (20)
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