Writing Feedback: The Benefits of Conferences

• 발행기관: 한국영어어문교육학회
• 저자명: Ju-Youn Sim Jae-Yeon Heo
• 간행물 정보: 『영어어문교육』영어어문교육 제20권 제3호, 165~189쪽, 전체 24쪽
• 주제분류: 사회과학 > 교육학
• 파일형태: PDF
• 발행일자: 2014.09.30

영문 초록

This article investigates how one-on-one writing conferences benefit L2 writers in terms of students’ writing performance and their motivational thought process at tertiary level. This sixteen-week longitudinal study employed a qualitative data approach derived from a mixed-method study involving pre- and post-survey questionnaires from college students, their writing drafts and interviews. Overall, the findings suggest that teacher feedback helped: (i) to build up teacher-student mentorship through collaborative interaction; (ii) to improve students’ writing performance with supportive feedback; and (iii) to increase students’ intrinsic motivation and confidence, finally leading them to new learning goals. The analysis also points out the negative aspects of teacher feedback from conference sessions. Negative feedback without appending positive comments might undermine students’ autonomous learning and too many teacher comments were identified as demotivating factors, possibly leading learners to be over-reliant on teacher feedback. Some important implications of this study of writing feedback are discussed to highlight how the potential impact of teacher feedback could be optimized: teacher feedback should be used as a tool to increase student motivation, engagement, and interest. Furthermore, teachers should encourage students to have a strong sense of responsibility for their own writing.

목차

ABSTRACT

Ⅰ. INTRODUCTION

Ⅱ. LITERATURE REVIEW

Ⅲ. RESEARCH DESIGN

Ⅳ. RESULTS AND DISCUSSION

Ⅴ. CONCLUSION

REFERENCES

키워드

English writing teacher feedback written feedback conferences teacher-student interaction