Instructors’ Use of Written Corrective Feedback at a Korean University
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참고문헌
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초록
The study’s aim was to determine how teachers at a Korean university give students written corrective feedback (WCF) in their writing classes. Unlike previous research the participants were not asked how they gave WCF or told to use a specific method, but were asked to show how they gave WCF. Twenty-five Korean and twenty-five foreign professors were given three authentic student texts to mark. The teachers ‘marking was coded according to a typology developed by Ellis (2009a) and the number of instances of each type of correction was recorded. Overall, the most commonly used method was Direct CF, whereby the teacher gives the student the correct form. This was followed by Indirect A, where the error is indicated and located, but no clue as to the nature of the error is given. The third most common was Metalinguistic A, locating the error and using a code to give the student a hint as to the nature of the error. However, rather than using a single method it was far more common for the teachers to use a combination of WCF, most often using direct correction and some type of indirect correction. The vast majority of the teachers provided Unfocused CF, giving feedback on all types of errors, not limited to one or two specific types. Furthermore, individual teachers used different methods or combinations of methods for each of the three texts. A suggestion for teacher development was presented.
Abstract
The study’s aim was to determine how teachers at a Korean university give students written corrective feedback (WCF) in their writing classes. Unlike previous research the participants were not asked how they gave WCF or told to use a specific method, but were asked to show how they gave WCF. Twenty-five Korean and twenty-five foreign professors were given three authentic student texts to mark. The teachers ‘marking was coded according to a typology developed by Ellis (2009a) and the number of instances of each type of correction was recorded. Overall, the most commonly used method was Direct CF, whereby the teacher gives the student the correct form. This was followed by Indirect A, where the error is indicated and located, but no clue as to the nature of the error is given. The third most common was Metalinguistic A, locating the error and using a code to give the student a hint as to the nature of the error. However, rather than using a single method it was far more common for the teachers to use a combination of WCF, most often using direct correction and some type of indirect correction. The vast majority of the teachers provided Unfocused CF, giving feedback on all types of errors, not limited to one or two specific types. Furthermore, individual teachers used different methods or combinations of methods for each of the three texts. A suggestion for teacher development was presented.
참고문헌 (40)
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