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The purpose of the study was to investigate how Korean EFL writing instructors give feedback to their students' writing and what influences their feedback. A total of 12 Korean EFL instructors in Korean universities teaching freshman English and intermediate EFL writing courses provided their feedback given on students' writing samples and participated in interviews. Interviews were analyzed qualitatively with a constant comparative approach and some data from writing samples and questionnaires produced descriptive statistics. The first lesson from the results of the study was that grammar was still the most frequent concern in giving feedback on students' writing. Contrary to the participants' report, comments on content and organization were not produced very often. The second lesson came from the interview data. Some aspects of teacher feedback seemed mostly influenced by their beliefs on L2 writing and experience in teaching L2 writing. The final and major lesson was that teachers chose how they would give comments on students' writing depending on whether they found their feedback helpful in students learning to write. EFL writing teachers can produce effective feedback by clearly communicating their beliefs about L2 writing and criteria in their feedback to students in their EFL writing classrooms.
목차
1. Introduction
2. Literature Review
3. Research Design
4. Results
5. Discussion
References
APPENDIX A
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Explicit Observation of EFL Writing Process
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2011 .01
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Second Language Writing Process of Korean EFL Students
신영어영문학회 학술발표회 자료집
2013 .02
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Korean EFL Students’ Perceptions of Instructor Video and Written Feedback in a Blended Learning Course
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2016 .01
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2014 .01
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The Effect of Peer Feedback on Writing Quality in L2 College Classes
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UCI(KEPA) : I410-ECN-0101-2009-740-014902083