2010, Vol.11, No.3

Modern English Education 2023 KCI Impact Factor : 1.55

pISSN : 1598-0782 / eISSN : 2586-6141
https://journal.kci.go.kr/meeso

This study aims to investigate how English language learner perceptions of feedback affect their actual writing. To date, studies on learner response to feedback are limited in that they have examined only what learners think of teacher or peer feedback, but have failed to relate these perceptions to actual learner paper drafts. To overcome this limitation, this study uses a case study methodology to examine the types of changes three Korean English as a foreign language students, Su-whan, Sol-ji, and Nam-hee make in revision based on feedback. While Su-hwan and Sol-ji approach feedback on a macro- level, Nam-hee views it in a more micro-level. These different perceptions of feedback and revision affect their revised drafts. This study implies that teachers of writing should first understand how students view and value feedback in order to make feedback more useful to students.

As the preliminary step for classroom instruction of communication strategies, this study explores communication strategies Korean English learners would prefer to use and how certain factors influence their preferences. In particular, the participants'preferences for achievement communication strategies are the interest of this study. It also considers whether proficiency and gender differences are related to the participants' communication strategy preferences. Survey questionnaires based on Paribakht's (1985) taxonomy of communication strategy were developed and distributed. 103 adult Korean English learners participated in the survey. Descriptive statistics showed that the participants preferred superordinate strategy most and the metalinguistic strategy least. The result also informed that while the preferences of the three communication strategies out of nine strategies were related to participants'proficiency level, there was no relationship between the communication strategy preference and gender. Implications of the findings are discussed in relation to classroom instruction and suggestions for future research are made.

This study was planned to examine relationships (a) between students’ strategy selfefficacy and reading strategy instruction and (b) among strategy self-efficacy, strategy use, and reading performance. Korean university students’ strategy self-efficacy,strategy use, and the TOEIC reading performance were compared while teaching the eight reading strategies in an individualized context where the students had an opportunity to evaluate the effectiveness of the reading strategies for themselves. The participants’ strategy self-efficacy was promoted by the reading strategy instruction. Their strategy self-efficacy was significantly correlated to their strategy use, but not to reading performance, while their strategy use was significantly correlated to their reading performance. Also, strategy self-efficacy and strategy use were significant predictors of the participants’ reading performance. There were no group differences,neither between high and low self-efficacy groups nor between more and less frequent strategy use groups, in the reading performance. However, the high strategy selfefficacy group improved significantly at the post-test unlike the low group, and the more frequent strategy use group improved significantly at the post-test unlike the less group. Results and discussions are given, as are implications for English teachers and further potential research directions.