earticle

영어

This study examines two different types of teacher error feedback in Korean EFL student writing in order to find out the most effective feedback type to improve accuracy in new pieces of writing, rather than revisions. Forty intermediate EFL learners from two intact classes at a Korean university were randomly assigned to a written or a conference feedback group. Verb errors such as errors in verb tense, verb form, and subject-verb agreement were chosen to be targeted in this study since they occurred most frequently during the first essay task conducted in the first class. A total of four essays, including three essays the participants received teacher written or conference feedback on, from each participant (160 essays) were collected for one semester. A two-way repeated-measures ANOVA and an independent samples t-test were used to investigate time and types of corrective feedback affecting accuracy performance. The result shows that teacher error feedback helps the participants reduce verb errors in their new essays. Additionally, conference feedback is significantly more effective than written feedback.