This research aims to assess the effect of feedback type offered by the teacher to the pupil on improvement of Korean writing proficiency in immigrant women. The first research question is to analyze which feedback type (direct feedback or indirect fe...
This research aims to assess the effect of feedback type offered by the teacher to the pupil on improvement of Korean writing proficiency in immigrant women. The first research question is to analyze which feedback type (direct feedback or indirect feedback) by the teacher is more effective for improving Korean writing proficiency and reducing errors in Korean writing. The second research question is which feedback type more positively affects study motivation and interest in marriage immigrant women who possess intermediate level of Korean proficiency.
To answer these questions, 21 marriage immigrant women who have attained Level 3-4 on TOPIK were divided into direct feedback group and indirect feedback group. Each group was given 5 writing tasks, once a week for 5 weeks. The first written results from the first task and the fifth task were considered as pre-experiment and post-experiment, respectively. Analysis was conducted by categorizing each work according to error analysis framework, standardizing the number of errors committed by the subjects, and comparing and analyzing the change in rate of formal error. TOPIK intermediate level writing topics were used for this research, and the writing tasks were limited to 400-600 characters in length. To provide accurate feedback on formal errors, a new error categorization framework including grammatical, vocabulary, and spelling errors was constructed based on existing research. Each group was given a different type of feedback. To test for homogeneity between the two groups, writing questions previously issued on TOPIK were used. No statistically significant proficiency difference was found. To analyze the qualitative aspect of subject response to teacher feedback (study motivation, interest), all subjects were given a survey and an interview at the end of the research.
The findings of this research are described below:
First, there was no statistically significant difference between the change in writing proficiency between direct feedback group and indirect feedback group. Error rate was analyzed to find which of the two feedback types was more effective for reducing formal error. Technical analysis showed that error rate decreased, but there was no statistically significant difference between the groups regarding the rate of decrease. However, when analyzing the formal error rate between pre-experiment and post-experiment writing samples, both groups exhibited statistically significant decrease. To be more specific, the indirect feedback group showed statistically significant improvement in grammatical error rate and spelling error rate, while the direct feedback group showed statistically significant improvement in spelling error rate. When considering the effect of the feedback itself, it can be seen that indirect feedback provided a more positive effect on improving the writing accuracy of the subjects and reducing the rate of formal error.
Secondly, to test the hypothesis that indirect feedback by instructors would exhibit more positive qualitative aspects (study motivation, interest) compared to direct feedback, the two groups were analyzed for frequency and average. Subjects in both groups showed positive reaction to feedback itself, answering "above average" for categories such as personal improvement in writing skill after teacher feedback, implementing teacher feedback when writing about other topics, interest in writing, motivation for improving writing skills, motivation for writing. On average, the direct feedback showed more positive response than the indirect feedback group.
This research could serve as a basis for further research that could generalize and validate the results, and aid instructors in formulating a more effective feedback method for marriage immigrant women, helping to improve their writing accuracy.
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