アカデミックライティング授業におけるフィードバックの研究 : Criterion(R)を導入した授業実践からの示唆

概要

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Feedback is considered to play a significant role in students'a wareness of the conventions of academic writing andin the acquisition of appropriate writing skills. However, teachers often struggle to give useful feedback to individual studentsas it is a difficult and time-consuming task. Criterion® is an online writing evaluation tool that offers many new possibilitiesin the classroom. Its implementation in a large-scale curriculum needs to be based on a preliminary case study inorder to ascertain whether Criterion® suits the typical needs and levels of the students. The present study explored the useof Criterion® in academic English classes. The participants learned to write argumentative essays in class, and wrote theirown essays as assignments. Criterion® was used for in-class feedback and student revision. The students later rewrote theiressays and submitted them again for evaluation. A questionnaire was administered to investigate useful types of feedbackand difficulties students may have experienced. The questionnaire data showed that, while feedback on organization, styleand grammar was considered useful, students also expressed their wish to have teacher mediation in features specific toacademic writing such as making academic arguments and effectively using appropriate vocabulary.
2011-12-01