WEKO3
アイテム
Effects of Teacher’s Praise and Comment on the Writing by Japanese EFL Learners
https://doi.org/10.20636/0002000064
https://doi.org/10.20636/000200006419dc133c-0c7c-407d-b6c6-31bd016dae40
| 名前 / ファイル | ライセンス | アクション |
|---|---|---|
NUE72_1_75-90.pdf (849 KB)
|
|
| アイテムタイプ | 紀要論文 / Departmental Bulletin Paper(1) | |||||||||
|---|---|---|---|---|---|---|---|---|---|---|
| 公開日 | 2024-02-05 | |||||||||
| タイトル | ||||||||||
| タイトル | Effects of Teacher’s Praise and Comment on the Writing by Japanese EFL Learners | |||||||||
| 言語 | en | |||||||||
| 言語 | ||||||||||
| 言語 | jpn | |||||||||
| キーワード | ||||||||||
| 主題 | praise, written corrective feedback, growth mindset | |||||||||
| 資源タイプ | ||||||||||
| 資源タイプ | departmental bulletin paper | |||||||||
| ID登録 | ||||||||||
| ID登録 | 10.20636/0002000064 | |||||||||
| ID登録タイプ | JaLC | |||||||||
| 著者 |
HAYASHI, Jumpei
× HAYASHI, Jumpei
× SATO, Rintaro
|
|||||||||
| 著者(ヨミ) | ||||||||||
| 姓名 | ハヤシ,ジュンペイ | |||||||||
| 言語 | ja | |||||||||
| 姓名 | サトウ,リンタロウ | |||||||||
| 言語 | ja | |||||||||
| 抄録 | ||||||||||
| 内容記述タイプ | Abstract | |||||||||
| 内容記述 | In the area of second language writing, the effects of written corrective feedback (WCF) have been actively discussed by many researchers (Ferris, 2004; Truscott, 1996, etc.). Recently, examining the relationship between WCF and affective factors has become necessary (Nakagawa, 2018). Some studies have applied Dweck's (2006) "Mindset" theory of motivation to second language writing research (Waller & Papi, 2017). Cultivating learners' mindset involves giving them praise, which is an important factor (Leis, 2021b). However, few studies have given learners praise and comments and examined their benefits. This study investigates the effects of praise and comments on writing by Japanese EFL learners. Twenty undergraduate students were divided into WCF and praise (P) groups and wrote essays seven times. The WCF group received corrective feedback on grammatical errors and content, while the P group received praise for their effort and comments about content or good expression in their writing. The study observed how their writing and mindset changed due to these feedbacks. Additionally, since the study was conducted in a communication English class, learners' affective aspects of communication – Willingness to Communicate (WTC), Communication Apprehension (CA), and Perceived Communication Competence (PCC) – were examined. First, questionnaire results showed that the PCC of praised learners improved. Second, their high scores of beliefs, implying a growth mindset, were maintained during the experiment. Finally, the writing accuracy in the P group gradually improved and remained consistent until the end of the experiment. This result implies that mistakes seemingly decrease due to the improvement of learners' desire to write better essays through praise. Furthermore, the individual analysis revealed that the fluency of some praised learners improved. In conclusion, this study suggests the possibility that praise and comments have various positive effects on learners. |
|||||||||
| 言語 | en | |||||||||
| 書誌情報 |
ja : 奈良教育大学紀要. 人文・社会科学 en : Bulletin of Nara University of Education. Cultural and Social Science 巻 72, 号 1, p. 75-90, 発行日 2023-11-30 |
|||||||||
| ISSN | ||||||||||
| 収録物識別子タイプ | PISSN | |||||||||
| 収録物識別子 | 05472393 | |||||||||
| 書誌レコードID | ||||||||||
| 収録物識別子タイプ | NCID | |||||||||
| 収録物識別子 | AN00181081 | |||||||||
| 著者版フラグ | ||||||||||
| 出版タイプ | VoR | |||||||||
| 出版者 | ||||||||||
| 出版者 | 奈良教育大学 | |||||||||
| 言語 | ja | |||||||||
