Abstract
This study analyzed feedback acceptance patterns after providing self-feedback, peer feedback, and teacher feedback to intermediate and advanced learners in order to increase the utilization of Korean writing feedback. The post-group results and intra group acceptance patterns were analyzed. Direct and indirect feedback was provided based on the feedback classification system of Sheen & Ellis (2011), and the evaluation criteria table was reorganized and utilized in accordance with this study by referring to previous studies that prepared evaluation criteria through a fair selection process. The reliability of the evaluation was secured by verifying the significance by analyzing the results evaluated by one Ph.D. graduate in Korean language education and this researcher. According to the results of this study, the score after providing teacher feedback was the highest among the post-group results, followed by self-feedback and peer feedback. In the group acceptance pattern, there was a positive change when the teacher and peers provided feedback, whereas there was no difference in scores before and after self-feedback. As a result, this study identified an effective feedback provider for intermediate and advanced learners. (Kyunghee University)
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