The purpose of this study is to compare the effects of the feedback on Korean language learners' rewriting of Korean s between teacher feedback and peer feedback groups. Korean language learners write a first draft and receive feedback from a tea...
The purpose of this study is to compare the effects of the feedback on Korean language learners' rewriting of Korean s between teacher feedback and peer feedback groups. Korean language learners write a first draft and receive feedback from a teacher or peer and thereupon, write a revision. This study examined types of feedback, the incorporation of feedback into revisions, improved scores of the revisions compared with those of the first drafts, learners' attitudes toward and opinions about feedback.
To this end, 40 Korean language learners who were in an intermediate level were sampled. They were divided equally into teacher feedback and peer feedback groups. Then, a teacher provided feedback on the first draft for the teacher feedback group and urged them to write a revision. In contrast, the peer feedback group was urged to provide feedback to each other and to then, write a revision. The first drafts and revisions written by the two groups, as well as the effects of feedback, were analyzed. In addition, a questionnaire survey was conducted for 24 learners who had experienced teacher feedback only and 25 learners who had experienced peer feedback.
In order to analyze the results of the feedback, descriptive statistics, two independent samples t-test, two dependent samples t-test and χ2 test were used for differences of feedback effects. The results of this study can be summarized as follows:
First, as a result of analyzing the distribution of formal feedback and meaning(content) feedback in each of the two groups, it was found that the formal feedback outnumbered the meaning feedback in both groups, which suggests that both teachers and learners paid more attention to grammar forms and morphemes.
Second, as a consequence of analyzing the differences of formal and meaning feedback in terms of amount between the two groups, it was found that only the number of formal feedbacks differed between the two groups, while the amount of meaning feedback did not differ significantly. Such a finding suggests that because teachers had more grammatical knowledge about the Korean language than peers, they tended to give more formal feedback.
Third, as a result of analyzing how learners of both groups reflected the feedback in their revisions, it was found that the reflection differed between the two groups. Namely, the teacher feedback group reflected the feedback more positively on their revisions. In contrast, the peer feedback group tended to correct their first drafts by themselves without any feedback.
Fourth, as a consequence of analyzing the differences in scores by area between the first drafts and revisions within the teacher feedback group, significant differences were found in such areas as content, sentences, vocabulary, spelling and total score. Namely, it was proven that teacher feedback was effective in all areas but organization.
Fifth, within the peer feedback group, the differences in scores between the first drafts and revisions were significant in such areas as content, organization, sentences and total score. Such a finding suggests that peer feedback was effective in all areas but vocabulary and spelling.
Sixth, as a result of analyzing the differences of feedback effect between the two groups, it was found that the effects differed depending on the areas. Differences in scores between the first drafts and revisions were significant between the two groups in such areas as sentence, spelling and total score, but not significant in such areas as content, organization and vocabulary. Such a finding suggests that peer feedback had effects similar to those of teacher feedback in the areas of content, organization and vocabulary.
Seventh, the learners surveyed expressed diverse opinions about the effects of each type of feedback. Both groups were positive about teacher feedback, but the group who had experienced peer feedback were more positive about peer feedback than the other group. And it was opined that it had been more useful to give feedback a peer's first draft rather than have feedback from a peer. On the other hand, all learners preferred most to have feedback from both teacher and peer, which may provide grounds for parallel feedback from teacher and peer.
This study may well be significant in that it sampled the learners learning Korean language as a second language to empirically compare the effects of teacher and peer feedback. It is hoped that this study will be followed up by future studies, which will make diverse attempts regarding teacher and peer feedback in Korean language classrooms, and it is further expected that academic discussions about peer feedback will follow.
본 연구는 한국어 학습자들의 작문 과정에서 교사 피드백과 동료 피드백이 한국어 다시 쓰기에 미치는 영향을 비교하는 것에 목적이 있다. 학습자들은 초본을 작성한 후에 교사나 동료로부...
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