Abstract
The Purpose of this study is to analyze the errors in gifted middle School students`` English writing and to investigate the effects of native English professor``s feedback on their errors. Twelve partivipants were selected and instructed to write 15 writing assignments in English. Their errors were classified into 7 grammatical categories and 3 meaning categories. The feedbacks from their native English professor were mostly relected o their revision. Direct feedback was preferred by the professor and the students and worked better than indirect feedback. Specifically, form-based feedback had more effects than content-focuse feedback. This study can be meaningful gecause it looks at a group of gifted students who are not often chosen for research on L2 learning. Their relatively higher English proficiency spawns data that is different from the one from other studies. The results of this study would be a good addition to previous studies. (Hoseo University)
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