Investigation of the reasons for learner satisfaction with the repeated cycles of feedback and revision in mixed-ability EFL classes

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The aim of this paper is to investigate the classroom practice in terms of leaners' subjective satisfaction ratings in order to adjust the repeated cycles of receiving written corrective feedback and revising the earlier drafts to the writing instruction in mixed-ability university EFL classes. A questionnaire survey was conducted in order to show how learners assess the cycle of feedback and revision in EFL classrooms by focusing on learner satisfaction and factors affecting it. The result demonstrates that the major reason for learner satisfaction is that they realize their self-development in English writing, and the second biggest reason is the practicality, approachability and flexibility of the task contents which they undertook. Interestingly enough, the task contents are at the same time the major reason for learner dissatisfaction due to the challenge of difficulty level adjustment. Another big reason for learner dissatisfaction was the method of giving written corrective feedback. I proposed the improvement and multiplication of sentence-level writing instruction conducted before and during the cycle of feedback and revision, and the idea of offering several options for the type of written corrective feedback given after the first session as improvement strategies for the two challenges.

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