영어 관사 사용에 대한 피드백으로서의 모델글, 시각적 입력강화 및 메타언어적 설명의 효과 연구

A study on the comparative effect of feedback using models, textual input enhancement, and metalinguistic explanations on the use of the English articles.

Previous feedback research for accuracy in second language writing has mainly employed direct corrective feedback. However, this type of feedback tailored to individual learners is not practical for a large cyber university writing course. Thus, this study which targets English articles explored the use of models as one common feedback method for all students writings, with textual input enhancement and written metalinguistic explanations on the articles as added components of the feedback. Three groups were formed: one which received models only as feedback, another with models where articles were textually enhanced, and the last with textually enhanced models followed by metalinguistic explanations on the articles. All groups engaged in narrative writing tasks consisting of individual writing (pre-tests), online relay writing, individual revisions, and new individual writing (post-tests). The results showed some significant within-group differences. That is, all groups significantly improved on their revisions with both types of articles, but on the post-tests, the models-only group improved significantly with the definite articles from the pretests, while showing decreased accuracy for the indefinite articles. The other groups improved with both types of articles on the post-tests, but the differences were not significant. Discussions of the findings and future research suggestions are provided.