EFL Learners" Perceptions on English Writing Tasks and Teacher Feedback

• 영문명: EFL Learners" Perceptions on English Writing Tasks and Teacher Feedback
• 발행기관: 한국영어어문교육학회
• 저자명: Cheongsook Chin
• 간행물 정보: 『영어어문교육』영어어문교육 제13권 제1호, 1~26쪽, 전체 26쪽
• 주제분류: 어문학 > 영어와문학
• 파일형태: PDF
• 발행일자: 2007.03.30

영문 초록

  This study aimed to investigate how EFL learners perceived English writing tasks and teachers" written feedback. The subjects were 82 mixed major college EFL students aged 19-24; the majority were freshmen females. Based on the scores estimated from the essay evaluation test, they were placed into two groups (proficienand less-proficient writers) and responded to an in-class questionnaire. The results indicated that: (1) regardless of writing proficiency, a large number of the students felt that they were just fair writers, which could be derived from low confidence and high anxiety; (2) grammar and vocabulary were perceived as the main features that determined good EFL writers and also prevented the students from performing the writing task successfully; (3) they believed that teachers" feedback contributed to the development of their English writing skills because it helped them apprehend what to improve or avoid in the future, acquire better English usage, and correct their errors; and (4) the proficient writers were more willing to correct errors themselves after being provided clues than the less-proficient writers. Implications of the findings for EFL classrooms are discussed.

목차

Ⅰ. INTRODUCTION
Ⅱ. LITERATURE REVIEW
Ⅲ. METHOD
Ⅳ. RESULTS AND DISCUSSIONS
Ⅴ. CONCLUSION
Ⅵ. PEDAGOGICAL IMPLICATIONS
REFERENCES
APPENDIX

키워드

EFL writing perceptions teacher feedback 외국어로서의 영어 쓰기 인식론 교사의 피드백