|
| The Journal of Asia TEFL |
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
Search |
|
|
|
|
|
|
|
|
|
|
|
|
|
|
| Today |
|
662 |
| Total |
|
4,937,597 |
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
  Current Issue |
|
|
|
Go List
 |
|
|
| Volume 1 Number 1, Spring 2004, Pages 1-403 |
|
|
|
| |
The Effects of Teacher Feedback on EFL Students' Writing in a Korean University Class
|
|
| |
Mi-Lim Ryoo
|
|
| I examine the inconclusive and contradictory claims about the nature and effects of teacher feedback in second language (L2) writing classrooms. An experimental study was conducted with a university EFL class in Korea. My responses and students' writing processes were analyzed and evaluated with respect to the generalizations that Ferri (2003) derived from previous research on teacher response to L2 writing, particularly regarding the multiple-draft approach called the "process model." The study found that the students had never experienced the multiple-draft activity. Twenty-seven out of 41 students made several drafts during the semester, showing the development of their writing skills. Eleven students submitted only one draft, which meant that they did not receive any written feedback. Three out of 41 did not submit anything. The students' most common request for teacher feedback was for correction of errors. In the process of revisions, the students utilized the comments on grammar more than those on content and rhetorical structure. |
|
|
|
|
|
The Journal of Asia TEFL
