Training Korean EFL Teachers to Respond to Student Writing

다국어 초록 (Multilingual Abstract)

The purpose of the present study is to investigate the effects of teacher feedback training on the type of the written feedback Korean EFL teachers give on student writing. A feedback training program was designed for in-service and pre-service Korean EFL teachers based on the training sequence of "Approach,Response, and Follow-up" suggested in Ferris and Hedgcock (2005)and Ferris (2007). The study analyzed the strategies employed in providing error correction and the types of teacher commentary given before and after training by 20 Korean secondary EFL teachers. The study also investigated the effects of training on the teachers' self-efficacy in providing written feedback on student writing. The results indicate that before the training Korean EFL teachers viewed their role mainly as providing error correction. The changes in post-training feedback suggest that the training program helped teachers become more aware of the different roles of teacher feedback. Additionally, an increase in teachers' confidence in providing feedback was found post-training.

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