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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.
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초록· 키워드
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The purpose of this study is to see how tutor feedback affects a student’s writing. To date, studies on tutor feedback have focused on how tutor-student interactions affect student writing, and thus the effects of a tutor’s written feedback have not been extensively studied. In order to fill this gap, this study keeps track of how tutors’ written feedback affects student writing in accuracy, complexity, and fluency, by comparing and contrasting when they received written tutor feedback with when they did not. Also, this study aims to examine what types of tutor feedback are helpful to the students and how they perceive tutor feedback by analyzing the tutor feedback, the students’ incorporation of it, and their questionnaires. The results reveal that when the students received tutor feedback, they produced more fluent writing, which could be explained by their tendency to incorporate the tutors’ content-oriented feedback more than that grammar-oriented ones. Furthermore, most students evaluated tutor feedback positively and expressed that they would have liked to receive more tutor feedback. These findings suggest that tutor feedback should be utilized in a writing classroom, in particular, in the EFL context where students do not have many chances to receive written feedback.
목차
1. Introduction
2. Tutor Feedback
3. Method
4. Results
5. Discussion and Conclusion
References
참고문헌 (23)
참고문헌 신청
Ferris, D. R. / 2006 / Feedback in Second Language Writing: Contexts and Issues / Cambridge University Press :81~104
Chris Glover / 2015 / Written Feedback for Students: too much, too detailed or too incomprehensible to be effective? / Bioscience Education 7(1):1~16
Harris, M. / 1986 / Teaching One-on-one: The Writing Conference / NCTE
Ivanič, R. / 2000 / Student Writing in Higher Education / The Society for Research into Higher Education & Open University Press :47~65
Lea, M. R. / 2000 / Student Writing in Higher Education / The Society for Research into Higher Education & Open University Press :32~46
Chris Glover / 2015 / Written Feedback for Students: too much, too detailed or too incomprehensible to be effective? / Bioscience Education 7(1):1~16
Harris, M. / 1986 / Teaching One-on-one: The Writing Conference / NCTE
Ivanič, R. / 2000 / Student Writing in Higher Education / The Society for Research into Higher Education & Open University Press :47~65
Lea, M. R. / 2000 / Student Writing in Higher Education / The Society for Research into Higher Education & Open University Press :32~46
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UCI(KEPA) : I410-ECN-0101-2019-705-001240216