아랍어 흥미 정도에 따른 교사의 피드백 유형이 초급 학습자의 쓰기 능력과 자신감에 미치는 영향 = Effects of Teacher Feedback Types on Beginner Learners’ Writing Skills and Confidence Based on Their Interest Level in Arabic

다국어 초록 (Multilingual Abstract)

This study analyzed effects of teacher’s feedback types on writing skills (grammar, content, and organization) and confidence based on the level of interest in Arabic among second-semester first-year Arabic learners. The 32 participants were divided into four groups according to their level of interest and the type of feedback received. A pre- and post-writing assessment was conducted to examine the interaction effects. The results showed that the interaction effect between interest and feedback was statistically significant only for content improvement. The specific findings are as follows: First, while the effect of feedback type on grammar improvement was not statistically significant, the group that received direct feedback showed greater improvement in grammar than the group that received indirect feedback. Second, the effect of feedback type on content improvement varied depending on the learners’ level of interest. Learners with high interest showed greater content improvement when receiving direct feedback, whereas learners with low interest showed greater improvement when receiving indirect feedback. Third, the effect of feedback type on organization improvement was not statistically significant. Fourth, while the effect of feedback type on the improvement of Arabic writing confidence was not statistically significant, learners who received direct feedback showed higher improvement in writing confidence compared to those who received indirect feedback.