The Effects of Students’ Questioning while Writing on Their Usage of Teacher’s Feedback and Writing Process

다국어 초록 (Multilingual Abstract)

When students receive feedback from the teacher that is not in line with what they actually struggled with while writing, the feedback does not achieve the goal of having students reflect while revising. Thus, giving and receiving feedback requires meaningful interaction between the teacher and the student. Moreover, students should also take an active role when seeking feedback so that they can prevent themselves from becoming passive writers. In this regard, this study focuses on how students’ questioning during writing affects their writing process as well as how they use teachers’ feedback. A total of 15 undergraduate freshmen participated in this study. They wrote a total of 6 writing assignments and were asked to attach questions to their rough drafts to which the teacher would provide responses. The results showed that having to question while writing allowed them to develop self-revision skills as well as lexical and structural sensitivity. In addition, they explained that they appreciated teacher’s comments more and utilized them more when they revised their work by receiving the feedback in response forms. The study provides implications to a more strategic way of developing a constructive dynamic between writing teachers and students.

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