피드백 유형이 성인 학습자의 영어 쓰기에 미치는 영향

The effects of feedback types on adult EFL learners’ writing: A comparison between a conference and written feedback

This study investigates the effects of different types of teacher feedback on learners’ writing ability and affective domain in order to ascertain the most effective feedback type. The two types of teacher feedback used for the study were a conference and written feedback. The participants were twenty adult learners who had a various educational backgrounds. The learners were asked to write an essay on a given topic and were then provided with either a conference or written feedback. Referred to the feedback, the learners were required to revise their essays. Major findings of the study indicated that the conference was as effective as the written feedback in improving writing abilities including writing fluency and syntactic complexity Second, the conference was as effective as the written feedback in heightening interest, self-confidence and motivation toward writing. Third, the conference was more effective than the written feedback in generating more comprehensible input and improving possibility for the given feedback to be incorporated into the revision. Furthermore, it was found that the learners were most interested in learning about grammatical knowledge and valued the feedback dealing with grammar the most. Based on these results, some pedagogical suggestions on the effective application of feedback activities in teaching writing were discussed.