영어 작문 수업에 나타난 피드백 및 오류 유형 연구

Abstract

This study is designed to identify the most frequent error types and to investigate the effects of indirect and direct error feedback on the writings of graduate students. A total of 480 errors was classified into three categories based on grammar, content, and organization domain. Ten participants of the study were divided evenly into two groups of different error feedback conditions: direct corrective feedback and indirect feedback. To make direct comparisons between the two groups, accuracy, fluency, and complexity rates were gained from ten participants’ writings. To interpret the data, a statistical analysis program was used. With regard to the result of error analysis, the most common error was ‘Agreement’ in grammar, ‘Sentence types’ in content, and ‘Mechanics’ in organization. The analysis of accuracy, fluency, and complexity rates between the two groups did not show a statistically significant difference. The findings of this study suggest that (1) the major error arises from agreement domain in grammar as in the case of undergraduates and that (2) there is no significant difference in efficacy between the direct corrective feedback group and the indirect feedback group.