전자 피드백을 이용한 자기평가서 작성 활동이 영어 학습자의 쓰기 능력 및 정의적 태도에 미치는 영향
The effects of electronic teacher feedback and writing a self-evaluation form on writing ability and the affective domain of Korean EFL learners
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초록
This study investigates the effects of writing a self-evaluation form on learners’writing performance. In particular, the study examines how electronic teacher feedback and a revision activity, i.e., writing the self-evaluation form after the feedback, affect Korean EFL learners’ writing ability and the affective domain. For this to be realized, a total of 28 adult learners participated in the study over an 8-week period. The results of the study indicate that there was no statically significant difference in participants’ writing ability between the experimental group and the control group. The mean scores of the final writing draft in the experiment group showed a significant improvement compared to their first writing, especially in terms of the vocabulary and grammar. As a result, writing a self-evaluation form after the electronic teacher feedback seemed to positively affect learners’ vocabulary and grammar knowledge. In addition, there was no significant difference in terms of the reflection of electronic teacher feedback between the experimental group and the control group. Finally, the analysis of pre- and post-survey indicates that both revision and self-evaluation form had a positive influence on learners’ attitude towards reviewing the teacher feedback.
Abstract
This study investigates the effects of writing a self-evaluation form on learners’writing performance. In particular, the study examines how electronic teacher feedback and a revision activity, i.e., writing the self-evaluation form after the feedback, affect Korean EFL learners’ writing ability and the affective domain. For this to be realized, a total of 28 adult learners participated in the study over an 8-week period. The results of the study indicate that there was no statically significant difference in participants’ writing ability between the experimental group and the control group. The mean scores of the final writing draft in the experiment group showed a significant improvement compared to their first writing, especially in terms of the vocabulary and grammar. As a result, writing a self-evaluation form after the electronic teacher feedback seemed to positively affect learners’ vocabulary and grammar knowledge. In addition, there was no significant difference in terms of the reflection of electronic teacher feedback between the experimental group and the control group. Finally, the analysis of pre- and post-survey indicates that both revision and self-evaluation form had a positive influence on learners’ attitude towards reviewing the teacher feedback.
참고문헌 (35)
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