earticle

영어

The purpose of this study is to explore relationship between EFL students’ perceptions of and preference for teacher feedback and their motivation for learning English. Seventy-two undergraduate students participated and responded to the survey instrument designed to answer the research questions for this study. The findings revealed that the participants demonstrated strong motivation to receive feedback for their writing. Also, those who are highly motivated in learning English expected to get more feedback than those who are not. In addition, regardless of the participants’ level of motivation, the students showed strong preference for error correction for grammatical errors followed by word usage. However, the participants’ preference for error correction related to word usage is as high as that of grammatical error correction. Lastly, the findings indicated that both highly motivated and less motivated participants prefer explicit feedback to implicit feedback.