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The Korean Association for the Study of English Language and Linguistics
[ Article ]
Korea Journal of English Language and Linguistics - Vol. 24, No. 0, pp.953-978
ISSN: 1598-1398 (Print) 2586-7474 (Online)
Print publication date 31 Jan 2024
Received 04 Jul 2024 Revised 03 Aug 2024 Accepted 27 Aug 2024
DOI: https://doi.org/10.15738/kjell.24..202409.953

국내 초·중등 학습자를 대상으로 한 영작문 피드백 연구 동향

오신유 ; 이진화
중앙대학교
중앙대학교
A study on the research trends of feedback on English writing for elementary and secondary school students in Korea
Oh, Shinyu ; Jin-Hwa Lee
(First Author) Ph.D. Candidate, Department of English Education, Chung-Ang University
(Corresponding Author) Professor, Department of English Education, College of Education, Chung-Ang University; 84, Heukseok-ro, Dongjak-go, Seoul, Korea, 06974 jinhlee@cau.ac.kr


© 2024 KASELL All rights reserved
This is an open-access article distributed under the terms of the Creative Commons License, which permits unrestricted non-commercial use, distribution, and reproduction in any medium, provided the original work is properly cited.

Abstract

This paper conducts a critical interpretative synthesis of 31 studies that investigated feedback on English writing in the context of Korean elementary and secondary school education from 2000 to 2024. A systematic review was conducted focusing on three aspects: 1) study distribution and research methods, 2) the effects of feedback and mediating factors on English writing ability, and 3) learners’ perceptions of feedback and its mediating factors. The majority of studies concentrated on high school and elementary school students, with a predominance of mixed and quantitative methods. Feedback was primarily provided by teachers in a written offline mode. The relative effects of various feedback types on English writing, typically measured by students’ performance on revised texts and/or independent English writing tests, varied depending on school levels, proficiency levels, and target language areas. Overall, direct feedback was beneficial for and preferred by elementary school students, especially those with low proficiency, for correcting simple errors. In contrast, higher-level students favored indirect feedback, which allowed them to self-correct errors. Additionally, high school students benefited more from meaning-focused feedback rather than form-focused feedback in correcting complex structures. Overall, learners experienced increased achievement, interest, and confidence when addressing their errors through feedback. This paper concludes by suggesting potential topics for further research and pedagogical implications based on these findings.

Keywords:

English writing, corrective feedback, feedback type, research synthesis

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