교양영어의 과정 중심 글쓰기에서 교수자·동료·자기 피드백 유형에 대한 학습자 인식과 태도 연구

A study on learners’ perceptions and attitudes toward instructor, peer, and self-feedback types in process-oriented writing in general English classes

This study examined the effects of feedback types on learners’ affective factors and English proficiency in process-oriented writing in general English college classes. Seventy-six first-year students from D University in Chungnam completed pre- and post-English achievement tests and surveys. During three process-oriented writing assignments, they engaged in peer feedback and self-feedback activities and received instructor feedback. A descriptive analysis of the achievement tests and surveys was conducted, along with a qualitative analysis of open-ended survey responses regarding the effectiveness and challenges of feedback types, as well as learners’ opinions on feedback activities and reflection questions. The results of the study are as follows. First, instructor, peer, and self-feedback activities had a positive effect on improving learners’ basic English skills for writing. Second, learners showed highly positive perceptions and attitudes toward instructor, peer, and self-feedback activities. Third, learners demonstrated positive results in the effectiveness and satisfaction with all feedback types in terms of English learning and writing, learning competencies, and affective factors. Lastly, learners reported that all feedback types were beneficial for enhancing writing skills and English learning. In particular, they experienced significant improvements through self-directed learning, social development, and self-reflection opportunities. Based on these findings, the study proposed several implications.