東華大學圖書館 |

Language: English

Help

回圖書館首頁

手機版館藏查詢

Back

Switch To: Labeled | MARC Mode | ISBD

Perceptions of KFL/ESL teachers in N...

Ko, Kyoungrok.

Linked to FindBook

Google Book

Amazon

博客來

Perceptions of KFL/ESL teachers in North America regarding feedback on college student writing.

Record Type:	Language materials, printed : Monograph/item
Title/Author:	Perceptions of KFL/ESL teachers in North America regarding feedback on college student writing./
Author:	Ko, Kyoungrok.
Description:	317 p.
Notes:	Source: Dissertation Abstracts International, Volume: 71-12, Section: A, page: .
Contained By:	Dissertation Abstracts International71-12A.
Subject:	Education, Language and Literature. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3425442
ISBN:	9781124257792

Perceptions of KFL/ESL teachers in North America regarding feedback on college student writing.
Ko, Kyoungrok.

Perceptions of KFL/ESL teachers in North America regarding feedback on college student writing. - 317 p.

Source: Dissertation Abstracts International, Volume: 71-12, Section: A, page: .

Thesis (Ph.D.)--The Ohio State University, 2010.

Most foreign/second language (L2) teachers invest a significant amount of time and effort in responding to student writing by providing written feedback. Despite the considerable number of experimental studies in the field of L2 writing on effectiveness of written feedback, correction of grammar errors in particular, our understanding of the nature of teacher feedback on student writing or on teachers' attitudes toward providing feedback is limited. The descriptive studies which have been undertaken in the field of L2 written feedback predominantly investigated teacher feedback from student perspectives. Therefore, little is known about the perceptions of L2 teachers on written feedback. Since most studies on the topic have been conducted in the English as a second language context, studies conducted in foreign language contexts are rare. Recently, research in the field of L2 writing has increasingly acknowledged the influence of contextual factors on teacher feedback, in turn creating a need for comparative studies on written feedback involving multiple populations with different linguistic/cultural backgrounds in diverse settings to fill a gap in the current research base.

ISBN: 9781124257792Subjects--Topical Terms:

1018115
Education, Language and Literature.

Perceptions of KFL/ESL teachers in North America regarding feedback on college student writing.
LDR:04337nam 2200313 4500 001 1393741
005 20110406093045.5
008 130515s2010 ||||||||||||||||| ||eng d
020 $a 9781124257792
035 $a (UMI)AAI3425442
035 $a AAI3425442
040 $a UMI $c UMI
100 1 $a Ko, Kyoungrok. $3 1672311
245 1 0 $a Perceptions of KFL/ESL teachers in North America regarding feedback on college student writing.
300 $a 317 p.
500 $a Source: Dissertation Abstracts International, Volume: 71-12, Section: A, page: .
500 $a Adviser: Alan Hirvela.
502 $a Thesis (Ph.D.)--The Ohio State University, 2010.
520 $a Most foreign/second language (L2) teachers invest a significant amount of time and effort in responding to student writing by providing written feedback. Despite the considerable number of experimental studies in the field of L2 writing on effectiveness of written feedback, correction of grammar errors in particular, our understanding of the nature of teacher feedback on student writing or on teachers' attitudes toward providing feedback is limited. The descriptive studies which have been undertaken in the field of L2 written feedback predominantly investigated teacher feedback from student perspectives. Therefore, little is known about the perceptions of L2 teachers on written feedback. Since most studies on the topic have been conducted in the English as a second language context, studies conducted in foreign language contexts are rare. Recently, research in the field of L2 writing has increasingly acknowledged the influence of contextual factors on teacher feedback, in turn creating a need for comparative studies on written feedback involving multiple populations with different linguistic/cultural backgrounds in diverse settings to fill a gap in the current research base.
520 $a This comparative study explored teacher feedback on college L2 student writing from the teacher perspective by investigating the similarities and differences in perceptions of written feedback between teachers of a foreign language (Korean) and teachers of a second language (ESL) in North America. Using an online survey, the study investigated the perceptions of a total of 153 college instructors of ESL and of KFL (Korean as a foreign language) across North America. The 46-item questionnaire inquired about perceived types of written feedback, perceptions of the use of written feedback, perceptions of selected approaches to responding to student writing, and perceived written feedback practices. Descriptive and correlational statistics were used for the data analysis.
520 $a Major differences between the two groups were found in terms of aspects, locations, focus of feedback, error treatment, number of drafts, and follow-up methods. The relationships among those characteristics suggested that written feedback practices of L2 teachers might be affected by a number of factors, including culture, context, student proficiency, and training opportunities. KFL teachers favored comprehensive, direct feedback on local aspects of student writing on a single draft. The study suggested that many distinctive feedback practices of KFL teachers in comparison to ESL teachers were due mainly to time management issues as well as a lack of training opportunities on providing writing feedback. In contrast, ESL teachers favored the process approach to writing instruction with feedback on global aspects in early drafts and feedback on local aspects in later drafts. They preferred selective, indirect feedback among various possible types of corrective feedback. The study's findings showing that the teachers ranked writing as low in terms of importance in foreign language learning and in preference for teaching are also noteworthy. This study demonstrates the value of research that compares L2 teachers in different contexts and sheds light on how teachers perceive responses to student writing and how different aspects of their feedback practices and beliefs interact with each other.
590 $a School code: 0168.
650 4 $a Education, Language and Literature. $3 1018115
650 4 $a Education, English as a Second Language. $3 1030294
650 4 $a Education, Foreign Language. $3 1064562
690 $a 0279
690 $a 0441
690 $a 0444
710 2 $a The Ohio State University. $b EDU Teaching and Learning. $3 1672312
773 0 $t Dissertation Abstracts International $g 71-12A.
790 1 0 $a Hirvela, Alan, $e advisor
790 $a 0168
791 $a Ph.D.
792 $a 2010
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3425442