This research aims to assess the effect of upper level’s feedback on writing proficiency improvement of feedback giver and receiver, by separating feedback activity, emphasized in process-centered writing education, between upper and lower level.
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This research aims to assess the effect of upper level’s feedback on writing proficiency improvement of feedback giver and receiver, by separating feedback activity, emphasized in process-centered writing education, between upper and lower level.
Second Language Writing Education emphasizes the importance of process-centered writing. Based on the discussion of the necessity of feedback activity through cooperative learning in process-centered writing by researchers, this research aims to prove the effect of feedback activity, using the learner’s level difference, in Korean Writing Class on learner’s writing proficiency improvement. Research questions for this research are as in the following.
The first research question is to see the effect of feedback activity between upper and lower level learners on writing proficiency improvement of feedback giver and receiver. The second research question is to analyze the effect of feedback activity between upper and lower learners on recognition and attitude of feedback of learners.
This research selected 10 upper-class learners and 10 lower-class learners learning Korean as foreigners from certain college department located in Seoul. To confirm the research questions, pre/post writing materials were assessed to evaluate the writing proficiency improvement, and through pre/post survey research, recognition and attitude of learners were analyzed. The experiment was performed for 7 weeks, separated into pre-feedback activity, feedback activity, and post-feedback activity. For pre-feedback activity, pre-writing and pre-survey was assessed, and feedback preliminary learning and preparation experiment were performed. For feedback activity, feedback activities of feedback givers were given twice, and receivers rewrote the writing in reflection of feedbacks given them. After feedback activities, post-writing and post-survey were performed.
Data collected from the experiment measured the credibility of assessors through Cronbach’s Alpha Coefficient, and Paired T-test was performed using SPSS v22.0 statistic program to measure and analyze the writing proficiency improvement of learners. Also, Frequency Analysis was done to analyze the change of reactions and attitude of learners before and after feedback activities.
The summary of the analysis result of this research is as follows.
First, the feedback activities between upper and lower learners had meaningful effect on writing proficiency improvement of feedback giver and receiver. Based on the analysis of writings before and after feedback activities, overall writing scores of feedback giver and receiver were higher than that of before feedback activities, and even in subsections of writing, the scores of before feedback activity were greater than that of after. Also, the difference between scores of before and after feedback activities of feedback receivers was greater than the scores of giver. It shows that feedback activity does have meaningful effects on both feedback giver and receiver, and meaning-centered feedback activities are more effective on receivers.
Second, the feedback activities between upper and lower learners had positive effect on recognition and attitude of learners about feedbacks. To assess the change of recognition and attitude of learners about feedbacks, pre and post survey researches were done to analyze the results. As the result, before the feedback activities, more than half of givers showed positive reactions to feedback activity but only 50%of receivers showed positive reactions. But after the feedback activity, same number of givers showed positive reaction, which shows that there was no change of perception in receiving help, but 70% of feedback receivers showed positive reactions, which showed that feedback activity does bring positive changes to recognition and attitude of learners about feedback activity.
With many other researches that emphasize the meaningful effects of feedback activity on feedback giver and receivers as basis, this research has significance in parts that feedback activities were done between upper and lower learners, and not only one side of feedback activity was assessed but both sides of writing proficiency improvement were assessed. If more diverse and active researches are performed to provide more credible and general education methods, with this research as basis, feedback activities between learners in Korean Writing Education would play great parts in writing proficiency improvement of Korean learners.
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