교사/동료 피드백이 영어쓰기에 대한 학습자 인식에 미치는 영향 : 쓰기 수준별 분석 = Exploring English Writing Feedback Employed Korean Collegiate Students

다국어 초록 (Multilingual Abstract)

The purpose of this study is to investigate whether there are differences in English writing feedback use between high proficiency and low proficiency English students. The subjects are 62 university students. They took part in writing lessons that were conducted weekly for about 15 weeks, including pre- and post-tests. The researcher collected each participant's composition and provided the assigned feedback technique. In addition, two questionnaires (pre- and post-) were conducted in order to analyze the effects of the experimental treatment regarding the students' interest, self-confidence, and expectations for teacher feedback.
The major findings of this study are: (1) High proficiency and low proficiency English students produce significant improvement in English writing skills. (2) High proficiency and low proficiency English students had a significant improvement in self-confidence and interest in writing. (3) Both teacher and peer feedback facilitate students' motivation in English writing. According to the study, the role of teacher and peer feedback are essential in writing skills.

참고문헌 (Reference)

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