초록 열기/닫기 버튼
This study aims to investigate ways to enable English language learners of the elementary upper-grade level to develop their expository writing skills in an immediate manner. In particular, as a way of promoting the immediate stage development of writing skills, teacher’s written feedback by using questions was provided to revise the first draft of students’ writing. Then students had an opportunity to produce the final writing, applying the teacher’s feedback to their first draft. The research questions for the study were established as follows: (a) how the teacher’s written feedback using questions influences the immediate stage development of students’ expository writing skills and (b) what kinds of change in students’ revised expository writings have been made by the teacher’s written feedback using questions. The findings of the study revealed that 67.8% of the total 90 revised writings showed the immediate writing stage development by going up with one-, two-, or three-stage development, which confirmed the effectiveness of teacher’s written feedback to help students develop their writing skills immediately. In addition, compared to the students’ first draft, their revised writings included the new characteristics such as the use of connectors or pronouns, the change of method of narration, and the increase of coherence and fluency.
키워드열기/닫기 버튼
written feedback, writing stage development, expository writing
