중학생 기초 수준 영어 학습자를 대상으로 한 직접적 오류 교정 피드백에 대한 연구

Abstract

The purpose of this study is to investigate the effects of Direct Corrective Feedback(CF) in the writing abilities of low-level performers at a Korean middle school. It has been highlighted that learners should achieve four interrelated skills of English, which are listening, speaking, reading and writing for such a long time. However, most teachers in Korea tend to be reluctant to provide enough chances for low performers to participate in writing activities in that teaching writing requires lots of time and effort. However, teachers should not give up on teaching writing skills and keep thinking about how to teach writing effectively. Providing feedback on the learners’ writings is one of the possible solutions. In particular, for low performers, Direct CF is considered a better way than Indirect CF because of learners’ overall abilities to understand the errors and correct them. Therefore, this study tried to see whether Direct CF is really effective for low level students’ writing abilities. To achieve this purpose, the researcher conducted a case study of twenty one ninth grade students in a low-level class at a local middle school in Busan. The learners were encouraged to write tasks in the textbook and the researcher provided Direct CF and brief explanations below the errors that the learners made. After showing them the feedback, the learners were asked to write the same tasks again. The findings from the study are as follows: Direct CF seemed to produce some improvement in low performers’ writing abilities. Even among the low level students, the higher the level of their writing abilities, the higher the chances of development were shown. The results of this study seem to suggest that the Direct CF and revision activities were effective for the middle school low performers in Korea. Therefore, teachers should continue providing feedback and encourage students to keep writing in English. One thing to remember is that this study was aimed at low performers only. Thus, further research might be needed to analyze which types of feedback would help better for other levels of students. The results of this study seem to suggest that the Direct CF and revision activities were effective for the middle school low performers in Korea. Therefore, teachers should continue providing feedback and encourage students to keep writing in English. One thing to remember is that this study was aimed at low performers only. Thus, further research might be needed to analyze which types of feedback would help better for other levels of students.