Rasch 측정 모형을 통해 직접 피드백, 간접 피드백이 한국 대학생 영어작문 향상에 미치는 영향 조사

초록

The purpose of this paper was to investigate the effect of direct and indirect feedback on improvement in Korean university students’ English composition using Rasch measurement model. This study was carried out with twenty-seven Korean university students enrolled in an English composition course for one semester. They were asked to write essays with three different topics. After their first drafts, direct feedback on the first essay, indirect feedback on the second essay, and no feedback on the last essay were provided by the researcher. The results of essays were analyzed using FACETS and SPSS 13.0. The major findings of the study were as follows: Firstly, direct feedback was more effective at improving students’ English composition than indirect and self feedback showing significant improvement in grammar, punctuation and spelling. On the other hand, there was no significant difference between the effect of indirect and self feedback. Secondly, gender and grade of the students did not have any significant interaction with each feedback, but the students who have better skills in English composition tend to have more positive effect from the direct feedback.

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