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Teacher views on writing feedback: experience, belief and practice

심주연|허재연
현대영어교육학회 (The Modern English Education Society)|2018.02|현대영어교육 (Modern English Education)|제19권 제1호|pp. 49-61|DOI http://dx.doi.org/10.18095/meeso.2018.19.1.05

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참고문헌

키워드

teacher perception교사인식English writing feedbackteacher feedback practice영어쓰기피드백교사피드백실행

초록

This study examined how Korean writing teachers view their writing feedback practice, focusing primarily on writing teachers’ perceptions, experiences, and perceived difficulties regarding writing feedback process. The sixteen-week study employed a narrative case study involving writing teachers’ in-depth interviews, their reflective journal diary, and students’ writing drafts. Overall, the findings showed that teachers perceived their writing feedback process as interactive communication tools, which helped them have a clearer picture of students’ needs, levels, and capabilities. In addition, writing feedback practice enabled teachers to gain pedagogical learning by reflecting their feedback process, and eventually leading to shaping further feedback practice. The interview data also pointed to teachers’ concerns and difficulties arisen from their feedback process: (i) frustration with students’ same errors; (ii) inactive participation of low-level students in feedback process; and (iii) dilemma between a feedback giver and a grader. This study suggested the need for further work in order to maximize reciprocal benefits to teachers and students through writing feedback process. To achieve this, representative samples and various data collection methods are recommended to listen to more teachers’ voices and yield deeper insight into writing teachers’ feedback process.

Abstract

This study examined how Korean writing teachers view their writing feedback practice, focusing primarily on writing teachers’ perceptions, experiences, and perceived difficulties regarding writing feedback process. The sixteen-week study employed a narrative case study involving writing teachers’ in-depth interviews, their reflective journal diary, and students’ writing drafts. Overall, the findings showed that teachers perceived their writing feedback process as interactive communication tools, which helped them have a clearer picture of students’ needs, levels, and capabilities. In addition, writing feedback practice enabled teachers to gain pedagogical learning by reflecting their feedback process, and eventually leading to shaping further feedback practice. The interview data also pointed to teachers’ concerns and difficulties arisen from their feedback process: (i) frustration with students’ same errors; (ii) inactive participation of low-level students in feedback process; and (iii) dilemma between a feedback giver and a grader. This study suggested the need for further work in order to maximize reciprocal benefits to teachers and students through writing feedback process. To achieve this, representative samples and various data collection methods are recommended to listen to more teachers’ voices and yield deeper insight into writing teachers’ feedback process.

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관련 논문AI추천

Writing Teacher Views on Teacher Feedback: A Shift from Grammar Corrector to Motivator조수경아시아테플 · Journal of Asia TEFL2015 · 제12권 제3호Effectiveness of Teacher and Peer Feedback: Through the Lens of Korean Tertiary Writing Classroom박정연아시아테플 · Journal of Asia TEFL2018 · 제15권 제2호A Case Study of the Effects and Perceptions ofTeacher Feedback on Korean University Students’ Writing in a Process-oriented Approach김향일대한영어영문학회 · 영어영문학연구2014 · 제56권 제4호영어쓰기 교사 피드백에 대한 학습자 인식김지연한국영어영문학회 · 영어영문학2019 · 제24권 제3호Teachers’ Reflection on Implementation of Innovative Feedback Approaches in EFL WritingIcy Lee한국영어교육학회 · 영어교육2014 · 제69권 제1호Where All the Changes Come From: English Language Learners’ Perceptions of Feedback조수경현대영어교육학회 · 현대영어교육2010 · 제11권 제3호

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