대학 스페인어 글쓰기 수업에서의 교수자의 효과적인 교정 피드백과 학습자의 자기교정과의 상관관계
Correlation between a Teacher’s Effective Corrective Feedback and Learners’ Self-Correction in a University Spanish Writing Class
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The purpose of this study is to examine whether the effect of a teacher’s corrective feedback for error correction in Spanish learners’ writing tasks is more effective when the learners also have the opportunity to perform self-correction activities for the task. To this end, we designed two feedback experiments and examined which type of feedback is more effective for the learners in a university Spanish writing class. In the first experiment, the teacher provided direct feedback on the participants’ writing tasks and the participants rewrote the assignment at the midterm exam; in the second experiment, the teacher provided indirect feedback with underlines on the learners’ writing tasks, the learners performed self-correction activities, and, finally, the teacher provided direct feedback on the self-corrected writing tasks. Also, the participants rewrote the assignment at the final exam. In addition, the participants completed pre-experimental questionnaires about their needs for teacher feedback and post-experimental questionnaires evaluating the two types of feedback experiments they experienced and the effectiveness of the self-correction activities. The results of these two experiments revealed that participant learners considered the latter type of experiment that included self-correction more effective because it offered them the opportunity to determine the cause of their errors themselves, based on the teacher’s indirect feedback.
Abstract
The purpose of this study is to examine whether the effect of a teacher’s corrective feedback for error correction in Spanish learners’ writing tasks is more effective when the learners also have the opportunity to perform self-correction activities for the task. To this end, we designed two feedback experiments and examined which type of feedback is more effective for the learners in a university Spanish writing class. In the first experiment, the teacher provided direct feedback on the participants’ writing tasks and the participants rewrote the assignment at the midterm exam; in the second experiment, the teacher provided indirect feedback with underlines on the learners’ writing tasks, the learners performed self-correction activities, and, finally, the teacher provided direct feedback on the self-corrected writing tasks. Also, the participants rewrote the assignment at the final exam. In addition, the participants completed pre-experimental questionnaires about their needs for teacher feedback and post-experimental questionnaires evaluating the two types of feedback experiments they experienced and the effectiveness of the self-correction activities. The results of these two experiments revealed that participant learners considered the latter type of experiment that included self-correction more effective because it offered them the opportunity to determine the cause of their errors themselves, based on the teacher’s indirect feedback.
참고문헌 (20)
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