The Role of Teacher Feedback in EFL Writing Instruction

本研究基于文部科学省资助的一系列研究，旨在调查不同反馈对日本英语学生写作发展的影响。本研究的基本发现如下：(1)不同类型的反馈的效果似乎有所不同，这取决于写作措施的不同和学习者的水平。虽然反馈类型对文本总长度的影响没有显著差异，但对于其他标准，得到了以下结果：UL&GT；CR&GT；ST：平均T单位长度；平均无错误T单位长度(ESP.在SH-2)CR&GT；UL=ST：语法错误百分比(SH-2)(2)本研究提供的证据表明，编辑方法与学习者的熟练程度有很强的关系。结果表明，学习水平较高的学生或学习经验较长的学生会更积极地欣赏教师的纠正。另一方面，STAMP只在JH-2中有效，并随着受试者学年的增加而逐渐失去作用。然而，结果并不能清楚地表明教师纠错在总体准确性测量上是否有效。(3)尽管四个月的计划似乎对学生写作质量的发展没有任何明显的贡献，但前四个任务的结果连续表明，随着时间的推移，写作练习将提高准确性。

This research is based upon a series of research, supported by a grant from the Ministry of Education, Science and Culture, investigating the effect of different feedback on Japanese EFL students' writing development. The basic findings of the present research can be summed up as follows :(1)The effect of different types of feedback seems to vary, depending on the aspects of writing measures and the learners' proficiency levels. While there was no significant difference in the effect of feedback types in terms of total text length, the following results were obtained for other criteria :UL>CR>ST : Mean T-unit length ; Mean error-free T-unit length (esp. in SH-2)CR>UL=ST : Grammatical error percentage (SH-2)(2)The study has provided evidence suggesting that there is a strong relationship between the editing methods and the learners' proficiency levels. The result implies that the higher proficiency students or those who have longer learning experience will appreciate teacher correction more positively. On the other hand, stamping was only effective in JH-2 and it gradually lost its effect as the subjects' academic years increased. The results, however, did not clearly indicate whether teacher correction was effective on the overall accuracy measures.(3)Although the four-month program did not seem to make any visible contribution as to the students' development in writing quality, the results of the first four tasks given consecutively indicated that writing practice over time will increase accuracy.