The Effect of Teacher Feedback on Student Motivation in an EFL Writing Class

• 발행기관: 한국영어교과교육학회
• 저자명: Bokyung Murray
• 간행물 정보: 『영어교과교육』영어교과교육 14권 1호, 23~41쪽, 전체 18쪽
• 주제분류: 사회과학 > 교육학
• 파일형태: PDF
• 발행일자: 2015.02.28

영문 초록

Research studies on written corrective feedback have mostly focused on teacher input to students on their writing. However, this study concentrates on the effect of teacher feedback on student motivation and how it may affect their efforts to improve on future writing. Participants of this study consisted of 16 EFL students engaged in an English writing course in a Korean university. These participants were administered two self-report questionnaires to determine their affective responses to teacher written feedback on their writing. Results indicated that these students considered marking of all errors, especially errors in grammar, were very important to them to improve on new writing efforts. Teacher written feedback on organizational errors and vocabulary were also somewhat important to them. Feedback on content or ideas, punctuation and spelling were of lesser or no value to them. Findings also indicated that if these student preferences for feedback were utilized by the teacher, it seemed to have a positive motivational impact on these students to improve their writing skills. These results were triangulated with student interviews and teacher observations. The study concluded with a discussion of pedagogical implications, limitations and possible areas for additional research.

목차

I. INTRODUCTION

II. LITERATURE REVIEW

III. METHOD

IV. DATA ANALYSIS AND RESULTS

V. DISCUSSION AND CONCLUSION

키워드

필기수정피드백 EFL 교실 개선의욕 written corrective feedback EFL classroom motivation to improve