The purpose of this study is to investigate the effects of peer feedback for college students at different levels of English proficiency. This research was done with 124 college students on their English writing projects across four conditions: (1) Low Intermediate Group(providing feedback based on English drafts) (2) Advanced Group(providing feedback based on English drafts) (3) Low Intermediate translation Group(providing feedback based on Korean drafts and English translated drafts) (4) Advanced translation Group(providing feedback based on Korean drafts and English translated drafts). The data revealed that despite their English proficiency and translated drafts, students provided more form-based feedback towards other students’ work. However, students with Korean/English translated drafts suggested more content-based feedback.
Ⅰ. 서론
Ⅱ. 이론적 배경 및 선행 연구
Ⅲ. 연구방법
Ⅳ. 분석결과 및 논의
Ⅴ. 결론
(0)
(0)