고등학생 영어쓰기에서 교사의 간접 형태 오류 수정 피드백의 효과

Abstract

This study examined the effects of the teacher's indirect corrective feedback on high school students' writing. Six students who participated in the study submitted 10 short stories (one draft writing and the following revised writing based on the teachers' feedback for five sessions) on a cartoon given by the researchers. The participants' errors were examined in the areas of articles, verbs, noun endings, word choice and sentence structures. The findings indicated that the teacher's indirect corrective feedback helped the participants reduce errors - in particular in the areas of articles, verbs, and noun endings. The teacher's feedback facilitated the students' writing not only in their revised draft but also in their writing of a different subject. Overall, the students perceived the teacher's corrective feedback helpful even though they sometimes felt frustrated of not receiving direct corrective feedback.