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학술연구/단체지원/교육 등 연구자 활동을 지속하도록 DBpia가 지원하고 있어요.
커뮤니티
연구자들이 자신의 연구와 전문성을 널리 알리고, 새로운 협력의 기회를 만들 수 있는 네트워킹 공간이에요.
초록· 키워드
오류제보하기
As a relatively under-researched area, the present study focused on L2 writers’ reactions to teacher written feedback in a comprehensive way. Specifically, multidimensional student engagement involving behavioral, affective, and cognitive reactions and student needs for teacher commentary were examined through a triangulation of data collection. As a case study, the present study examined a real-world practice of teacher feedback provided in an authentic English composition class in South Korea. One native English teacher and 13 Korean college students participated in this study. This paper first describes the types of teacher written comments according to the intent, linguistic features, text specificity, and the presence of hedges. Then, it examines the students’ uptake in the subsequent revision by the feedback types, attitudinal responses and cognitive processing, and their wishes for the kind of teacher written feedback they would like to receive. The results revealed that content-related comments dominated in the teacher’s end comments, whereas a majority of the marginal notes addressed linguistic features. However, in the students’ revision process, the grammar-related marginal comments were often ignored due to changes in content by the teacher’s end comments. In addition, characteristic patterns for emotional and cognitive engagement and students’ actual needs were observed. Based on the results, pedagogical implications are suggested.
목차
ABSTRACT
1. Introduction
2. Literature Review
3. Method
4. Results and Discussion
5. Conclusion
References
참고문헌 (77)
참고문헌 신청
Ashwell, T. / 2000 / Patterns of teacher response to student writing in a multiple-draft composition classroom: Is content feedback followed by form feedback the best method? / Journal of Second Language Writing 9(3):227~257
Bailey, R. / 2010 / Is the feedback in higher education assessment worth the paper it is written on? Teachers’ reflections on their practices / Teaching in Higher Education 15(2):187~198
Bitchener, J / 2008 / Evidence in support of written corrective feedback / Journal of Second Language Writing 17(2):102~118
Bitchener, J. / 2012 / Written corrective feedback in second language acquisition and writing / Routledge
Bitchener, J. / 2009 / The relative effectiveness of different types of direct written corrective feedback / System 37(2):322~329
Bailey, R. / 2010 / Is the feedback in higher education assessment worth the paper it is written on? Teachers’ reflections on their practices / Teaching in Higher Education 15(2):187~198
Bitchener, J / 2008 / Evidence in support of written corrective feedback / Journal of Second Language Writing 17(2):102~118
Bitchener, J. / 2012 / Written corrective feedback in second language acquisition and writing / Routledge
Bitchener, J. / 2009 / The relative effectiveness of different types of direct written corrective feedback / System 37(2):322~329
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