earticle

영어

This study aims to examine learner responses to instructor feedback in consideration of personality factors and to explore feedback strategies tailored to personality types. To this end, this study introduced a discussion-based class and feedback methods that took into account personality factors and undertook action research targeting first-year students in the Korean-Japanese department of the Graduate School of Interpretation and Translation over two semesters. Furthermore, this study investigated whether there were any differences in learner responses according to personality types based on a qualitative analysis of survey responses and in-depth interview transcripts, and proposed feedback strategies tailored to each personality type. The analysis results can be summarized as follows: First, students exhibited a high level of satisfaction with feedback based on personality factors. The survey showed that out of 16 first-year students, all except one responded that feedback that took into account personality types was helpful. Second, there were differences in feedback preferences according to each personality type. More specifically, there were noticeable differences in students’ feedback preferences between written feedback and oral feedback, process-oriented and result-oriented types and specific feedback and concise feedback, and in the acceptance of and method used to convey positive feedback. It is hoped that the results of this study will contribute to providing individualized feedback in translation classes in the future.