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Training EFL Learners How to Benefit from Teacher Feedback in Writing Revision

최연희
교과교육연구소 (Research Institute of Curriculum & Instruction)|2014.03|교과교육학연구 (Journal of Research in Curriculum Instruction)|제18권 제1호|pp. 215-241|DOI 10.24231/rici.2014.18.1.215

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참고문헌

키워드

영어작문teacher feedbackrevision교사 피드백수정EFL writingrevision trainingfeedback incorporation수정 훈련피드백 활용

초록

This study aims at investigating how Korean EFL university student writers undergo training in revision with teacher feedback with an ultimate goal to suggest in what way they need to be trained to use teacher feedback effectively. It specifically purposes to examine how they incorporate teacher feedback in their revision through a succession of revision training procedures, and also to analyze changes in feedback incorporation after the training, the quality and product of their drafts, and their perceptions on teacher feedback and the training. It also explores whether Korean students’ utilization of teacher feedback varies across functional types of feedback and of in-class revision activities. The results of the training show that Korean students benefited from in-class revision and group revision over off-class or individual revision, though their revised drafts with teacher feedback are of better quality than the original draft regardless of revision setting. They also illustrate individual variations; the importance of how to group; the problem of the lack of language resources; and the influence of functional types and specificity and concreteness of feedback on its incorporation in revision. The findings from the study suggest a revision training with a focus on how to help EFL learners get access to language resources to find appropriate grammatical structures or expressions.

Abstract

This study aims at investigating how Korean EFL university student writers undergo training in revision with teacher feedback with an ultimate goal to suggest in what way they need to be trained to use teacher feedback effectively. It specifically purposes to examine how they incorporate teacher feedback in their revision through a succession of revision training procedures, and also to analyze changes in feedback incorporation after the training, the quality and product of their drafts, and their perceptions on teacher feedback and the training. It also explores whether Korean students’ utilization of teacher feedback varies across functional types of feedback and of in-class revision activities. The results of the training show that Korean students benefited from in-class revision and group revision over off-class or individual revision, though their revised drafts with teacher feedback are of better quality than the original draft regardless of revision setting. They also illustrate individual variations; the importance of how to group; the problem of the lack of language resources; and the influence of functional types and specificity and concreteness of feedback on its incorporation in revision. The findings from the study suggest a revision training with a focus on how to help EFL learners get access to language resources to find appropriate grammatical structures or expressions.

참고문헌 (54)

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관련 논문AI추천

Effects of Revision Training on L2 Writing최연희한국영어교육학회 · 영어교육2010 · 제65권 제1호Effectiveness of Teacher and Peer Feedback: Through the Lens of Korean Tertiary Writing Classroom박정연아시아테플 · Journal of Asia TEFL2018 · 제15권 제2호Revision behaviors in a peer-reviewed multi-draft writing context류호열한국영어교과교육학회 · 영어교과교육2013 · 제12권 제2호A Case Study of the Effects and Perceptions ofTeacher Feedback on Korean University Students’ Writing in a Process-oriented Approach김향일대한영어영문학회 · 영어영문학연구2014 · 제56권 제4호Exploring Multiple Feedback Methods in a Korean EFL　Writing Class박은애, 차윤정교과교육연구소 · 교과교육학연구2010 · 제14권 제2호Korean University Students’ Responses to Direct and Indirect Feedback in Writing양태선한국영어교과교육학회 · 영어교과교육2011 · 제10권 제2호

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