An Exploratory Study : Problem Noticing during Feedback Sessions

다국어 초록 (Multilingual Abstract)

This paper is to investigate the relationship of problem noticing during external feedback to incorporation in subsequent retelling. Nineteen students produced their stories and then had feedback sessions where they had a chance to answer questions about parts of stories the listeners had not understood. After feedback sessions, the storytellers retold the stories and then were asked to fill out a survey Ⅰ) Did you find the feedback with the teacher and other peers helpful? and Ⅱ) if so, how was it helpful? Their stories were evaluated based on the criteria on story elements including plot, resolution, evaluation, coherence, and elaboration. Noticing was indirectly evaluated by students' answers to the survey questions. Chi-square tests were used to investigate the relationship of problem noticing during feedback sessions to improvement between the two tellings. The quantitative results show that there were no significant correlations between the two variables. However, the results indicate that problem noticing during feedback could be an important factor in explaining improvement in retelling.

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