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논문 기본 정보

자료유형
학술저널
저자정보
저널정보
한국멀티미디어언어교육학회 멀티미디어 언어교육 멀티미디어 언어교육 제17권 제2호
발행연도
2014.1
수록면
112 - 129 (18page)

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초록· 키워드

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This study aimed to encourage students to participate more in the feedback cycle by providing appropriatecorrective feedback based on students’ needs in the form of technological mediums they prefer. Theresearcher distributed survey forms to high school students in order to figure out whether they prefertechnology-based forms of feedback or more traditional forms like paper-based feedback. This studyexplored which categories of feedback that students desire most for their corrective feedback andattempted to identify the gap between the form they assume to be the most effective medium and the formthat actually provides the most effectiveness. The result showed that the most popular feedback teacherscan provide was vocabulary (synonyms and antonyms), followed by organization (combining sentencelevels), grammar (articles), spelling & pronunciation, and content to enhance the effectiveness of feedback. The medium that students preferred most was in the form of the video file and the second-best feedbackwas paper-based, which has traditionally been used in ESL and EFL classes. This was contrary to thestudents’ assumption that technology-embedded feedback such as Skype and Kakao Talk would be mostuseful.

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