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학술연구/단체지원/교육 등 연구자 활동을 지속하도록 DBpia가 지원하고 있어요.
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연구자들이 자신의 연구와 전문성을 널리 알리고, 새로운 협력의 기회를 만들 수 있는 네트워킹 공간이에요.
논문 기본 정보
- 자료유형
- 학술저널
- 저자정보
- 저널정보
- 한국중원언어학회 언어학 연구 언어학연구 제62호
- 발행연도
- 2022.1
- 수록면
- 337 - 356 (20page)
- DOI
- 10.17002/sil..62.202201.337
이용수
초록· 키워드
오류제보하기
The purpose of this study is to investigate how EFL students respond to teacher’s corrective feedback as an uptake in an L2 writing class. To fulfill this research purpose, the following research questions are constructed: 1) How do students respond to different types of teacher’s corrective feedback?, 2) What types of feedback are most frequently used by the teacher?, 3) How do students reflect on their uptake and teacher’s feedback? Data sources were from 15 English major students. A process-oriented writing task and in-depth interviews were conducted throughout one semester. The SPSS statistics was used for quantitative data analysis, and Miles and Huberman’s (1994) three-step analysis was used for qualitative data analysis. The findings of data analysis showed that 1) the most commonly used type of feedback was metalinguistic feedback (40.9%), 2) metalinguistic feedback was most likely to lead to student-generated repair among students’ uptake moves, 3) this writing activity had a positive impact on reducing students’ writing errors and enhancing their confidence in English writing. Lastly, instructional implications for the classroom and suggestions for further study were also discussed.
목차
1. Introduction
2. Literature Review
3. Methodology
4. Results
5. Conclusion and Implications
References
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UCI(KEPA) : I410-ECN-0101-2022-705-000211821