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초록· 키워드
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In a process-oriented English writing classroom where students are required to revise their papers before submission, teacher feedback should play an important role in guiding their revisions. However, it is not clear how this feedback is read by the students and what motivates them to ignore it or integrate it into their revisions. This study attempts to explore students’ revision-related decision-making processes. To this aim, students’ writing samples in the context of a multiple-draft writing process, the instructor’s feedback, and the data from interviews with the teacher and her students were collected and analyzed. The results of the study indicate the influence of the feedback was not as great as expected and students often revised their papers solely based on their independent decisions. However, this did not mean teacher feedback did not play a role in the process. The quality of the feedback was a critical factor in deciding whether and to what extent it was integrated into revisions. Particularly, the students suffered from difficulties in understanding vague comments and responding to inappropriate comments about their English and writing skill development. These results bear some pedagogical recommendations, including the provision of clear and appropriate feedback regarding students’ levels of writing and English development and the avoidance of excessive comments.
목차
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참고문헌 (27)
참고문헌 신청
Allaei, S. K. / 1990 / Assessing second language writing in academic contexts / Ablex : 227 ~ 240
Berg, C. E. / 1999 / The effects of trained peer response on ESL students' revision types and writing quality / Journal of Second Language Writing 8 (3) : 215 ~ 241
Byrd, D. / 2003 / Practical tips for implementing peer editing tasks in the foreign language classroom / Foreign Language Annals 26 (3) : 434 ~ 441
Carson, J. G. / 1996 / Chinese students' perception of ESL peer response group interaction / Journal of Second Language Writing 5 (1) : 1 ~ 19
Cho, K. / 2007 / Scaffolding Writing and Rewriting in the Discipline / Computers and Education 48 : 409 ~ 426
Berg, C. E. / 1999 / The effects of trained peer response on ESL students' revision types and writing quality / Journal of Second Language Writing 8 (3) : 215 ~ 241
Byrd, D. / 2003 / Practical tips for implementing peer editing tasks in the foreign language classroom / Foreign Language Annals 26 (3) : 434 ~ 441
Carson, J. G. / 1996 / Chinese students' perception of ESL peer response group interaction / Journal of Second Language Writing 5 (1) : 1 ~ 19
Cho, K. / 2007 / Scaffolding Writing and Rewriting in the Discipline / Computers and Education 48 : 409 ~ 426
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