초등 영어 학습자의 수준에 따른 쓰기 피드백의 효과 연구

This study aims to investigate the effects of different types of written corrective feedback on elementary school learners’ English writing across different proficiency levels. To investigate this question, I divided four classes of 6th grade into high-level and low-level groups and provided them with written corrective feedback. The effect of different types of feedback was analyzed in terms of how students applied direct feedback and indirect feedback to their writing. The errors were categorized into five based upon the frequent errors made by the students such as verb errors, possessive/plural errors, word choice errors, sentence structure errors, and punctuation/capitalization errors. The results of the present study conclude and suggest the following in terms of providing effective feedback to the elementary students’ writing. For high level-students, indirect feedback would be effective from the points of empowering them to self-correct the errors and providing them with the opportunity of accomplishment in their writing. For low-level students, direct feedback would be more effective for their revision writing, and explanation about the errors or feedback would be needed along with the correction. Moreover, providing feedback needs to be practiced differently based on the error types whether they are rule-governed or not. In conclusion, feedback needs to be provided to students’ writing considering their writing proficiency levels as well as the type of errors.