교사의 간접 피드백 유형이 중학교 영어 학습자의 쓰기 정확성에 미치는 영향
Effects of teacher’s indirect feedback types on middle school English learners’ writing accuracy
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초록
This study examined the effects of different types of indirect feedback on Korean middle school students’ writing accuracy development. A total of 72 students were divided into three experimental groups and one comparison group through 15 class sessions. The students in the experimental groups experienced three different feedback types (underlining, error coding, and error description), and those in the comparison group performed the self-editing tasks of their own drafts. It was found that the experimental groups outperformed the comparison group in terms of their accuracy on three grammatical targets (articles, lexical choices, and noun forms). Through questionnaires and an interview, the experimental groups were also found to have a more positive attitude toward the feedback activities employed in the study than the comparison group. While the students tended to prefer the indirect type of feedback, their preferences were shown to differ slightly according to their proficiency levels. More findings and implications are presented, along with some suggestions for future research.
Abstract
This study examined the effects of different types of indirect feedback on Korean middle school students’ writing accuracy development. A total of 72 students were divided into three experimental groups and one comparison group through 15 class sessions. The students in the experimental groups experienced three different feedback types (underlining, error coding, and error description), and those in the comparison group performed the self-editing tasks of their own drafts. It was found that the experimental groups outperformed the comparison group in terms of their accuracy on three grammatical targets (articles, lexical choices, and noun forms). Through questionnaires and an interview, the experimental groups were also found to have a more positive attitude toward the feedback activities employed in the study than the comparison group. While the students tended to prefer the indirect type of feedback, their preferences were shown to differ slightly according to their proficiency levels. More findings and implications are presented, along with some suggestions for future research.
참고문헌 (38)
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