다양한 종류의 피드백이 영어작문 향상에 미치는 효과

• 영문명: The effectiveness of diverse types of written feedback: Comparative study of teacher and student feedback
• 발행기관: 한국영어어문교육학회
• 저자명: 김양희(Kim, Yanghee) 주미진(Joo, Mijin)
• 간행물 정보: 『영어어문교육』영어어문교육 제16권 제4호, 133~152쪽, 전체 20쪽
• 주제분류: 사회과학 > 교육학
• 파일형태: PDF
• 발행일자: 2010.12.30

영문 초록

There is disagreement, among researchers, on the benefits of corrective feedback on L2 learners' written output. Some scholars advocate the usefulness of corrective feedback while some claim that error correction is ineffective and even harmful. So far, however, research outcomes cannot settle this debate. Based on this debate, this study examines whether there is a difference among diverse types of feedback on the effects of L2 learners' writing improvement. This study found that teacher’s direct feedback was more effective than any other types of feedback on the effect of participants' writing improvement. In particular, teacher's direct feedback helped their improvement on grammar, mechanics, and form. Among the types of peer feedback, self-correction was the most effective. In teacher feedback, form-focused feedback had more effects than content-focused feedback, but no difference with regard to peer feedback. In addition, teacher's content-focused feedback was more effective than peer's content-focused feedback. Overall, in all types of feedback, teacher feedback was more effective than peer feedback. However, direct (form-focused) feedback was the most effective in teacher feedback, and self-correction in peer feedback. The least effective feedback in both teacher and peer feedback was indirect (form-focused) feed back, which is simple underlining of errors.

목차

I. 서론

II. 이론적 배경

III. 연구방법

IV. 결과

V. 요약 및 논의

키워드

교사와 동료 피드백 직접 간접 피드백 내용중심 형태중심 피드백 teacher and peer direct and indirect content-focused and form-focused feedback