통제작문의 반복형성평가를 사용한 교사 피드백이 학습자의 문법구조 사용 능력의 향상에 미치는 영향

• 영문명: The effect of teacher feedback on linguistic forms in students’ controlled writing through repeated tasks
• 발행기관: 한국외국어교육학회
• 저자명: 주언진(Joo, Unjin) 배정옥(Bae, Jungok)
• 간행물 정보: 『Foreign Languages Education』Vol.19 No.3, 201~227쪽, 전체 27쪽
• 주제분류: 사회과학 > 교육학
• 파일형태: PDF
• 발행일자: 2012.09.30

영문 초록

This study investigated the effect of a teacher’s feedback on linguistic forms in students’ controlled writing. Eighty-nine second graders in a girls’ commercial high school were divided into three groups; a direct feedback group, an indirect feedback group, and a group with no feedback. For the direct feedback group, corrected answers were provided straightforwardly, and for the indirect feedback group, verbal cues through which students can reach correct answers were provided. The participants completed a series of tasks, consisting of pre-writing, four consecutive formative writing tasks, post-writing, and a questionnaire. Data were analyzed using t tests, ANOVA, and repeated measures ANOVA. Findings are as follows. Direct feedback resulted in a significant decrease in error frequency. The same finding applied to the result from the indirect feedback group. The group with no feedback did not show a significant decrease in errors. Most students felt that teacher’s feedback in either form was effective in increasing their motivation and self-confidence. The students felt that indirect feedback was more helpful for developing their writing skills and that direct feedback was more effective in improving their self-confidence.

목차

Ⅰ. 연구의 필요성과 목적

Ⅱ. 이론적 배경

Ⅲ. 연구 방법

Ⅳ. 결과

Ⅴ. 결론과 논의

참고문헌

부록

키워드

피드백 문법형태 오류 통제 작문 feedback linguistic forms errors controlled writing