earticle

영어

The present study was performed to find out which feedback is more effective in an EFL composition class. For this purpose, incorporation rates and improvement degree of students’ writing in teacher and peer feedback groups were examined in a process-oriented writing class. The results are as follows. Teacher feedback group incorporates their feedback more than the peer feedback group. The amount of incorporation was statistically significantly different between the two feedback groups and the teacher feedback group had a much higher incorporation rate. The mean scores of the final drafts of both groups increased more than those of the first drafts. Teacher feedback group improved significantly in all five assessment categories, but the peer feedback group significantly improved only in three categories such as content, organization, and grammar. There was a significant difference between two feedback groups in the areas of content and grammar, and the teacher feedback group significantly improved more than the peer feedback group.