한국어 학습자의 메타언어 서면 피드백에 대한 오류 수정 실패 요인 분석

Analysis of factors of failure of error correction regarding written feedback metalanguage for Korean language learners

This paper aims to investigate the percentage of learner’s errors correction based on metalanguage written feedback provided by their instructor in Korean language writing, and also the cognitive process that they follow when integrating the feedback. Drawing upon this, the present research also aims to investigate the reasons behind the failure of feedback incorporation. A speak out aloud protocol has been followed to explore learners’ cognitive processes when they receive metalanguage written error feedback. The procedure of this study started by giving metalanguage feedback to 7 learners of Korean after a writing class. The learners were then required to review their drafts incorporating the feedback, but by verbalizing out aloud their thoughts while doing this. The result of the analysis of the written compositions and the recording of the verbalizations revealed that 1) learners corrected about 85% of their errors after receiving feedback, and that 2) reasons for not correcting errors even after receiving feedback can be grouped into the four categories of “lack of attention”, “lack of vocabulary knowledge”, “pronunciation error”, and “insufficient teacher’s explanations”. Among these, three indicates issues on the side of the learner, such as lack of attention, and that also language proficiency and an accurate pronunciation are important. Nevertheless, a further reason indicates that the teacher must provide enough content when giving metalanguage written feedback. This study approached the issue of individuating the reasons of failure of written feedback from a qualitative perspective, and we believe that it can help students in understanding feedback thus improving language proficiency.