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.
피인용 0
초록·키워드
The purpose of this study is to examine the effects of online-based teacher feedback and self-feedback in the process-oriented writing approach during the COVID-19 pandemic and the EFL students’ perceptions and preferences of both versions of feedbacks. Fifty-nine sophomore students majoring in police administration in junior college participated in the study. The score of their essays was compared by Holst’s (1993) Writing Rubric and analyzed by Faigley and Witte’s (1981) Taxonomy of Revision. Moreover, pre-and post-surveys with open-ended questionnaires were conducted. The findings revealed a higher improvement of writing by teacher feedback than by self-feedback. There were more surface changes than meaning changes from both types of feedback. The survey results show that students had more positive perceptions toward teacher feedback than self-feedback. Despite providing a checklist for self-feedback online, students did not revise as much as they marked on the checklist. However, some students felt a sense of pride in the process of self-feedback, so it can be applied in writing classrooms. Additionally, almost half of students preferred both types. Therefore, a teacher feedback and self-feedback can create a proper writing environment and enhance students’ writing motivation.
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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