동료피드백과 교수피드백이 대학생의 영어 쓰기에 미치는 영향

he Effects of Peer Feedback and Instructor Feedback on College Students’ English Writing: The Writing Improvement from Different Levels, their Preference, and Affective Aspects

The purpose of this study is to compare the perceptions of teacher feedback and peer feedback on Korean EFL college students’ writing in three level-differentiated English classes in a university based on the process-oriented writing. Sixty-eight students (AE1=low 20, AE2 =intermediate 23, AE3=high 25) participated in English writing feedback class through one year. After experiencing both feedbacks, students did a survey including open-ended questions to investigate students’ perceptions of both feedbacks in an English course. The results revealed that all three level-differentiated students had positive opinions on the feedbacks in terms of rates of writing motivation, writing confidence, writing improvement, and class satisfaction. Moreover, both feedbacks were helpful and satisfactory due to not only new experience about feedback process but also interactive activities with the professor and classmates in writing classes. Due to the students’ burdensome and uncertainty on their feedbacks, the majority of students preferred teacher feedback, but many students also wanted to integrate both feedbacks. The study provides one example of a proper feedback model and a better suggestion for level-differentiated learners in the EFL writing classroom.