글쓰기 피드백의 효과와 방법 연구

Abstract

This study examined the effects of writing feedback and compared the characteristics of “face-to-face” and “non-face-to-face” writing feedback. Using this, we proposed a writing feedback teaching method. Thus, this study conducted a survey targeting 230 learners pursuing <Thinking and Expression> at Kyonggi University, in the second semester of 2022.
 Many learners responded positively to the “effectiveness of writing feedback.” Particularly, they believed that writing feedback was helpful in developing learners’ competencies. Moreover, a survey on “methods of writing feedback” revealed that individual communication with the instructor was an advantage in face-to-face feedback, whereas it was a disadvantage for learners who were not accustomed to communication. Alternatively, being able to view repeatedly was an advantage in non-face-to-face feedback, whereas immediate interaction was a disadvantage.
 Therefore, writing feedback should be designed as follows. First, the content of writing feedback should be planned considering the development of learners’ competencies. Second, the method of writing feedback should be implemented by linking face-to-face and non-face-to-face writing feedback.
 I believe learners need writing education. If writing feedback is designed to reflect the needs of learners, it could be an effective teaching method.