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교수자에 따른 영어쓰기 피드백의 유형과 효과에 관한 학습자들의 인식 연구
| Content Provider | Semantic Scholar |
|---|---|
| Author | 정양수 |
| Copyright Year | 2017 |
| Abstract | The purpose of this study is to explore whether students’ perceptions toward feedback types, ways of receiving feedback and their effectiveness on their English writing can vary depending on native English-speaking or Korean instructors. 68 students who received the feedback from the native instructors and 50 students from Korean instructors participated in the survey. Even though students reported that instructors’ feedback were useful for improving their English writing, significant differences between the native instructor group and the Korean instructor group in feedback type, ways of receiving feedback, and their effectiveness on their writing samples were found. Generally, students thought that feedback frequency, feedback specificity, and text-based feedback were useful for improving their English writing. On the other hand, students who received the feedback from native instructors seemed to have difficulty in communicating with instructors due to language problems. |
| Starting Page | 245 |
| Ending Page | 270 |
| Page Count | 26 |
| File Format | PDF HTM / HTML |
| Volume Number | 35 |
| Alternate Webpage(s) | https://dasta.auth.gr/uploaded_files/635338565105286112.pdf |
| Language | English |
| Access Restriction | Open |
| Content Type | Text |
| Resource Type | Article |
