한국 대학생의 영작문 활동 시 나타나는 동료피드백의 양상 및 이에 대한 인식

Yi, Jyi-yeon (이지연)

한국 대학생의 영작문 활동 시 나타나는 동료피드백의 양상 및 이에 대한 인식

Modern English Education
Abbr : MEESO
2010, 11(3), pp.134-161
Publisher : The Modern English Education Society
Research Area : Humanities > English Language and Literature > English Language Teaching

Yi, Jyi-yeon ¹

¹총신대학교

Accredited

ABSTRACT

This study aims to investigate the characteristics of Korean EFL college students’ peer feedback to English writing and their perception of it. 30 students at a college in Seoul participated in the study. They were divided into three groups according to their English writing proficiency level through a pre-test. Each group of 10 students was divided into 5 pairs. They were, then, asked to write three pieces of English writing and to give peer feedback and the third ones were analyzed for the study. The participants also answered to the questionnaire. The results revealed that: 1) advanced-level students gave more feedback than beginning-level students; 2) even the advanced-level students preferred giving corrective feedback to formative feedback; 3) the advancedlevel students gave feedback in more definite and directive way than the beginninglevel students; 4) students of both levels found peer feedback beneficial to their revision and writing improvement from various aspects. The conclusion was that to escalate the efficacy of feedback activity and to help them consider writing as communication, there is a need to expose them to various kinds of feedback including peer feedback as well as teacher feedback, and formative feedback as well as corrective feedback. Also, it was suggested that prior training for peer feedback activity should be systematically provided for them.

KEYWORDS

writing proficiency level/peer feedback/formative feedback/corrective feedback

Citation status

* References for papers published after 2023 are currently being built.

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