대학생 EFL 학습자들을 대상으로 한 교정적 피드백 운영에 대한 학습자 인식

Abstract

The present study investigated EFL students’ reactions on three types of feedback (i.e., Korean instructor, English native-speaker instructor, and peer) on their English composition. The study also focused on the EFL students’ perceptions on the effective feedback types in their learning. A total of eighteen students who enrolled in English composition class (third-year level) at a private university in Korea participated in this study. Seventeen were English major students and one was dual-major student. Over the fifteen weeks, the students participated in writing composition tasks, interview, survey, and open-ended questions. According to the findings of the study, the EFL students most preferred the feedback by English native speaker instructor, but that did not mean they did not like feedback by Korean instructor. In other words, the students preferred feedback by the Korean instructor in terms of getting detailed explanation on grammars as a preparation of a test. They thought feedback by the English native-speaker instructor was effective in terms of getting knowledge on authentic expressions emphasizing natural expressions in context. They also thought peer feedback was important because they could develop various ideas with others. The EFL students believed the ideal feedback was process-based feedback that could be provided from the initial stage (e.g., brainstorming) to each writing stage rather than feedback provided with the final product. Furthermore, they believed that getting feedback from both Korean instructor and English native-speaker instructor would be effective because each had different benefits for their writing process. (Hannam University, University of Queensland)