인문학
사회과학
자연과학
공학
의약학
농수해양학
예술체육학
복합학
DBpia AI
AI 에이전트
AI 아이디어
AI 리더
AI 뷰어
Citeasy
크롬 서지관리 다운로드
지원사업
학술연구/단체지원/교육 등 연구자 활동을 지속하도록 DBpia가 지원하고 있어요.
커뮤니티
연구자들이 자신의 연구와 전문성을 널리 알리고, 새로운 협력의 기회를 만들 수 있는 네트워킹 공간이에요.
초록·키워드
This study purports to examine how corrective feedback is perceived by elementary English teachers and students. The results and findings have led to the following conclusions. Firstly, both students and teachers consider corrective feedback helpful in cognitive development as well as in affective enhancement. Secondly, both teachers and students similarly prefer corrective feedback to be given immediately after students make an error, especially in the areas of grammar and vocabulary. The only exception is that fourth graders express a significant greater desire for corrective feedback in pronunciation. Teachers consider it most desirable for the students to correct themselves, whereas students expect their teachers to correct errors with explicit corrective feedback. Thirdly, 4th and 5th graders prefer explicit correction to other types of corrective feedback, while most teachers and 6th graders prefer elicitation. Among the types of corrective feedback explicit correction is regarded most negatively by the majority of participants. Based on the findings, it is proposed that elementary English teachers undertake various approaches to corrective feedback and heighten positive expectations for it. In addition, teachers need to consider both the cognitive and affective aspects in deciding the form and timing of corrective feedback.
본문·목차
인공지능 문자 인식 모델을 통해 추출된 텍스트로, 일부 오타나 오류가 포함될 수 있으나 지속적으로 개선 중입니다.
오류를 발견하셨다면 해당 부분을 드래그한 후 ' 를 통해 신고해주세요.
오류를 발견하셨다면 해당 부분을 드래그한 후 ' 를 통해 신고해주세요.
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