Introduction
The work’s central theme is to identify, through a review of the literature, ways to overcome the problem of using Korean academic writing instead of informal writing. A better understanding of feedback can directly affect the solution of this problem. This annotated bibliography compiles a list of sources to inform my paper on feedback on student writing and its effectiveness.
The list of references below contains the most recent studies on the issue of feedback and its effectiveness in learning academic writing. The target audience of this work is both teachers and institutions responsible for curriculum development. Further research in this area is necessary to understand how best to implement the achievements of the reviewed authors.
Annotated Bibliography
Facullo, K. F. (2022). Effectiveness of written feedback strategies. International Journal of Recent Research in Interdisciplinary Sciences (IJRRIS), 9(2), 23-36. https://www.researchgate.net/publication/360346264_EFFECTIVENESS_OF_WRITTEN_FEEDBACK_STRATEGIES
The study examined teachers’ various written feedback approaches to improve their students’ writing skills. The quantitative analysis revealed that direct and indirect corrective feedback, as well as delayed marketing, are the standard effective methods for improving students’ writing skills. The study’s shortcoming is that it was performed in a university setting, which may limit the application of its outcomes in a tertiary setting. It solved the problem of exploring the importance and effectiveness of written feedback. The study’s disadvantage is its partiality and lack of comprehensive consideration of the problem.
Gearing, N. (2019). Korean language learning demotivation among EFL instructors in South Korea. Studies in Second Language Learning and Teaching, 9(1), 199-223. http://dx.doi.org/10.14746/ssllt.2019.9.1.9
The study aimed to determine the goals of learning Korean as a second language. The results showed that most survey participants had symptoms of language learning demotivation. The study’s shortcoming is the lack of proposals for improving the situation. The disadvantage of the study is that it does not study the causes of demotivation.
Hattie, J., Crivelli, J., Van Gompel, K., West-Smith, P., & Wike, K. (2021). Feedback that leads to improvement in student essays: Testing the hypothesis that “where to next” feedback is most powerful. Frontiers in Education, 6. https://doi.org/10.3389/feduc.2021.645758
The researchers aimed to examine the feedback methods for improving students’ essay performance. The study found that “where to next” was the paramount form of feedback due to its ability to enhance essay performance. The study’s shortcoming is the number of feedback methods it assessed. The disadvantage of the study is the inability to verify the results practically.
Hojeij, Z., & Ayber, P. (2022). Effectiveness of using digital feedback on EFL student writing skills. International Journal of Computer-Assisted Language Learning and Teaching, 12(1), 1-18. https://doi.org/10.4018/ijcallt.291111
The researcher’s objective was to examine the impact of digital feedback on the writing skills of learners categorized as English as a Foreign Language (EFL). The study results revealed that students improved their writing skills through the use of the feedback approach. However, the study’s outcomes are limited in their applicability to the standard classroom. The shortcoming and main disadvantage of the study is that it does not specify which type of feedback was effective.
Huisman, B., Saab, N., van Driel, J., & van den Broek, P. (2018). Peer feedback on academic writing: undergraduate students’ peer feedback role, peer feedback perceptions, and essay performance. Assessment & Evaluation in Higher Education, 43(6), 955-968. https://doi.org/10.1080/02602938.2018.1424318
The study assessed the writing performance of learners who provided and received peer feedback, as well as their attitudes towards this form of feedback. The outcome showed that providing and receiving peer feedback helped improve learners’ writing performance. The study is limited by its setting. The primary disadvantage is that a small sample size prevents the generalization of the results.
Jee, H., Tamariz, M., & Shillcock, R. (2022). Exploring meaning-sound systematicity in Korean. Journal of East Asian Linguistics, 31(1), 45-71. https://doi.org/10.1007/s10831-022-09234-6
The research aimed to investigate the systemic nature of sounds and meanings at the word level in the Korean language. The study’s results revealed a systematicity of sounds in Korean that is not inherent in other languages. This study’s limitations and main shortcomings are explained by the fact that word selection limits the work results. The paper aims to identify fundamental differences in the language structure of the Korean language compared to other languages.
John, B., & Lee, J. (2019). Instructors’ use of oral feedback in Korean university English classes. Korean Journal of General Education, 13(3), 391-412. https://doi.org/10.18095/meeso.2015.16.4.05
The study’s goal was to show the provision of oral feedback to Korean university students in English classes. The outcomes revealed that most instructors adjusted their feedback strategies according to the activity they engaged in with students. The study is limited by its setting, which may not be applicable to other learning environments. This is also the main disadvantage since the results will be challenging to use in practice.
Johnson, M. (2020). Flash feedback [Grades 6-12]: Responding to student writing better and faster – without burning out. Corwin Press.
The book provides educators with manageable and replicable methods of giving feedback to students with positive outcomes. The author notes that providing feedback is not always easy for teachers, and strategies must be adopted to ensure effectiveness. The disadvantage is that these methods are not universally applicable to all teachers.
Park, M. (2020). A study on teaching methods for college English writing classes through collaborative writing and process-based feedback. The Korean Association of General Education, 14(2), 159-174. https://doi.org/10.46392/kjks.2020.14.2.159
The study performed process-based feedback activities using group collaborative writing in an English class at a university, presenting effective teaching methods. The study’s outcomes show that educator and peer feedback positively impacted learning. The study’s limitation was the use of a small participant sample. The study proposes feedback methods that will be essential in addressing the topic. The downside of the paper is that to implement the method, you need to form a separate class.
Wirantaka, A. (2019). Investigating written feedback on students’ academic writing. Advances in Social Science, Education and Humanities Research,353, 1-7.
The study aimed to identify the different types of written feedback educators use in academic writing. The outcome of the qualitative analysis revealed that the primary forms of feedback from teachers are error correction, symbols, and notes. The study is limited because of a small number of participants, which prevents the generalization of the outcomes unless the method is replicated in other studies. The article is essential because it provides insight into the role of feedback in academics. The disadvantage of the study is that the author did not indicate how to apply such a practice.
Conclusion
After analyzing all the sources presented, it is possible to get a clear picture of students’ problems with Korean academic writing. The main reasons for this phenomenon are poor feedback between students and teachers, lack of motivation, and teacher incompetence. These problems can be solved by partially implementing the solutions proposed in the reviewed literature into the training system.
References
Facullo, K. F. (2022). Effectiveness of written feedback strategies. International Journal of Recent Research in Interdisciplinary Sciences (IJRRIS), 9(2), 23-36. Web.
Gearing, N. (2019). Korean Language Learning Demotivation among EFL Instructors in South Korea. Studies in Second Language Learning and Teaching, 9(1), 199-223. Web.
Hattie, J., Crivelli, J., Van Gompel, K., West-Smith, P., & Wike, K. (2021). Feedback that leads to improvement in student essays: Testing the hypothesis that “where to next” feedback is most powerful. Frontiers in Education, 6. Web.
Hojeij, Z., & Ayber, P. (2022). Effectiveness of using digital feedback on EFL student writing skills. International Journal of Computer-Assisted Language Learning and Teaching, 12(1), 1-18. Web.
Huisman, B., Saab, N., van Driel, J., & van den Broek, P. (2018). Peer feedback on academic writing: undergraduate students’ peer feedback role, peer feedback perceptions, and essay performance. Assessment & Evaluation in Higher Education, 43(6), 955-968. Web.
Jee, H., Tamariz, M., & Shillcock, R. (2022). Exploring meaning-sound systematicity in Korean. Journal of East Asian Linguistics, 31(1), 45-71. Web.
John, B., & Lee, J. (2019). Instructors’ use of oral feedback in Korean university English classes. Korean Journal of General Education, 13(3), 391-412. Web.
Johnson, M. (2020). Flash feedback [Grades 6-12]: Responding to student writing better and faster – without burning out. Corwin Press.
Park, M. (2020). A study on teaching methods for college English writing classes through collaborative writing and process-based feedback. The Korean Association of General Education, 14(2), 159-174. Web.
Wirantaka, A. (2019). Investigating written feedback on students’ academic writing. Advances in Social Science, Education and Humanities Research, 353, 1-7.