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Writing and feedback in the EFL classroom: Providing effective feedback for Japanese university students
https://doi.org/10.34356/00000803
https://doi.org/10.34356/000008033f5caaee-24ae-401e-b793-4c108f17a284
名前 / ファイル | ライセンス | アクション |
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Writing and feedback in the EFL classroom: Providing effective feedback for Japanese university students (324.6 kB)
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Item type | 紀要論文 / Departmental Bulletin Paper(1) | |||||
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公開日 | 2022-03-18 | |||||
タイトル | ||||||
タイトル | Writing and feedback in the EFL classroom: Providing effective feedback for Japanese university students | |||||
言語 | ||||||
言語 | eng | |||||
キーワード | ||||||
言語 | en | |||||
主題Scheme | Other | |||||
主題 | WCF (Written corrective feedback) | |||||
キーワード | ||||||
言語 | en | |||||
主題Scheme | Other | |||||
主題 | Writing | |||||
キーワード | ||||||
言語 | en | |||||
主題Scheme | Other | |||||
主題 | EFL | |||||
キーワード | ||||||
言語 | en | |||||
主題Scheme | Other | |||||
主題 | English education | |||||
キーワード | ||||||
言語 | en | |||||
主題Scheme | Other | |||||
主題 | Japanese | |||||
資源タイプ | ||||||
資源タイプ識別子 | http://purl.org/coar/resource_type/c_6501 | |||||
資源タイプ | departmental bulletin paper | |||||
ID登録 | ||||||
ID登録 | 10.34356/00000803 | |||||
ID登録タイプ | JaLC | |||||
別タイトル | ||||||
その他のタイトル | Writing and feedback in the EFL classroom: Providing effective feedback for Japanese university students | |||||
著者 |
米山, 恵里菜
× 米山, 恵里菜 |
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著者別名 | ||||||
姓名 | YONEYAMA, Erina K. | |||||
抄録 | ||||||
内容記述タイプ | Abstract | |||||
内容記述 | The aim of this study is to investigate the efficacy of written corrective feedback for Japanese learners. The study focuses on explicit feedback and metalinguistic feedback, which were compared to determine which type of feedback would improve students’ writing most significantly. The participants are 36 Japanese university students, freshmen, whose English proficiency levels range from A2 to B1 on CEFR levels at an English grammar class. They are separated into two groups: a) explicit feedback group; and b) metalinguistic feedback group. The result shows that the mean score for explicit feedback group is higher than that of metalinguistic feedback group in the second writing task. Moreover, the effect size is 0.4, which is very significant. The result indicates that explicit feedback is more effective than metalinguistic feedback for Japanese learners simply because explicit feedback would be more understandable than metalinguistic feedback. |
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出版者 | ||||||
出版者 | 都留文科大学大学院 | |||||
書誌情報 |
都留文科大学大学院紀要 en : 都留文科大学大学院紀要 号 26, p. 135-147, 発行日 2022-03-01 |
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ISSN | ||||||
収録物識別子タイプ | ISSN | |||||
収録物識別子 | 1880-1439 | |||||
NCID | ||||||
収録物識別子タイプ | NCID | |||||
収録物識別子 | AA11162950 | |||||
著者版フラグ | ||||||
出版タイプ | VoR | |||||
出版タイプResource | http://purl.org/coar/version/c_970fb48d4fbd8a85 |