피드백 유형이 대학생의 영어 쓰기 수행에 미치는 영향

The purpose of the current study is to investigate how EFL learners' error correction and writing performance is affected by the feedback types provided by the teacher. For this purpose, 38 college freshmen participated in this study. They were asked to take pre- and post-writing tests and write four essays. The teacher provided two different types of feedback (coded and uncoded) to learners’ drafts, focusing mainly on language forms, and the learners were required to submit the revised drafts based on the teacher’s feedback. The results of pre- and post-writing tests which were analyzed by the error rate showed a significant improvement in accuracy and fluency. This implies that recursive and constant writing practices with teachers’ feedback and learners’ self-correction had a positive effect on their English writing proficiency. Furthermore, coded feedback was more effective than the uncoded one for the improvement of Korean college students’ writing performance. It is hoped that the findings of the study will arouse a greater interest in exploring the most effective form of teacher feedback in EFL college writing classes.