ライティング授業で課題文章に付与されたコメントに対する学生の反応:―実験とインタビューによる調査―  [in Japanese] Students' Responses to Instructor Feedback in an Academic Writing Course: Findings From an Experiment and Interviews  [in Japanese]

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Abstract

本研究では,学生の文章に付与するコメントの〈詳細さ〉を実験的に操作し,学生の反応を調査した。評価のコメントに加え,解説のコメントの有無という2条件の下で文章作成力の変化と実感を分析した。結果,8週間では変化と実感ともに有意差はなかった。ただし,解説コメントの有る条件では,実感に関する肯定的な感想が見られた。インタビューからは,各コメントの有効性は文章技能の性質によって異なる可能性が示唆された。

This paper aims to examine the influences of written feedback on students' writing skills and attitudes, as well as the differences in the influences according to the type of written feedback. In this study, we conducted an experimental writing course for undergraduate students (<i>n</i> = 45) for eight weeks. One group received only evaluative comments on their writing; the other group received evaluative and instructive comments. The results revealed both groups showed positive effects on their writing skills and attitude. However, the group with the two types of comments had more positive attitude toward the feedback. In addition, the findings from the interview survey suggested that the types of effective feedback may be different depending on the targeted writing skills.

Journal

  • Journal of the Japan Association for Developmental Education

    Journal of the Japan Association for Developmental Education 12(0), 39-48, 2018

    The Japan Association for Developmental Education

Codes

  • NII Article ID (NAID)
    130007428624
  • NII NACSIS-CAT ID (NCID)
    AA12222209
  • Text Lang
    JPN
  • ISSN
    1881-0470
  • NDL Article ID
    029260591
  • NDL Call No.
    Z71-T880
  • Data Source
    NDL  J-STAGE 
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