이메일 피드백과 온라인 컨퍼런스를 활용한 전공 영어 글쓰기 사례연구

Abstract

This is a case study of a Korean college student who performed process-oriented disciplinary writing, referring to teacher feedback via email and online conference. The study explored how the student incorporated teacher feedback while rewriting the original draft multiple times for seven weeks. The data of the study are composed of teacher-student email exchanges, feedback files, online conference audio/video, reflection journals, and the student’s drafts written on a teaching method, Desuggestopedia. The findings of the study indicate that the student found it difficult to accommodate teacher commentaries that were indirect and implicit, such as questions for clarification and comments that demanded further thinking. In contrast, he easily incorporated the feedback that directly addressed language points or organizational issues, although he was sometimes confused when given explicit feedback about prepositions in the phrasal verbs. Despite the differential effects of feedback on the rewriting process, the student believed that consistent feedback from the teacher was beneficial for his growth as a student writer. The study also found that the online conference and email facilitated scaffolded interaction between the student and the teacher. This increased interaction raised the student’s motivation for rewriting and willingness to continue writing practice.