서면 피드백에 대한 현장 한국어 교사의 신념과 실제에 관한 연구

A study on Korean language teachers’ beliefs and practices on written feedback

This study investigates Korean language teachers’ perception/beliefs and practices in written feedback. Two types of data were collected: (1) teachers’ feedback on three compositions by elementary-level learners, and (2) a survey questionnaire. The result showed that teachers perceived written feedback to be important even though they had not enough opportunities to receive appropriate training. Lack of training brought about limited feedback in terms of both quantity and quality, and inconsistency between their beliefs and practice. This study closes with the needs for teacher training and further studies on teachers’ feedback practices. (Yonsei University, University of Wisconsin-Madison)