自由英作文指導におけるerror feedbackとrevisionの効果

抄録

ne the effects, of error feedback and revision on essays of Japanese EFL learners Eighty senior high school students are required to write short English essays within 10 minutes in class over a nine-week period. They hand in their essays each tame and. one week later the essays are given back. The students are divided into four groups, depending on whether or not they are given error feedback, or whether or not they are required to rewrite, as shown below Group A required to rewrite With error feedback Group B no need to rewrite with error feedback Group C required to rewrite without error feedback Group D no need to rewrite without error feedback The pre- and post- tests are analized according to the following criteria. (1) holistic evaluation by two EFL writing teachers, (2) text length, (3) mean T-unit length, (4) mean error-free T-unit length, and (5) ratio of error-free T-units in T-units (2) and (3) are for fluency measures while (4) and (5) are for accuracy measures. The results indicate that there was no significant difference among the four groups. The feedback groups (Group A and B) and the non-feedback groups (Group C and D) also showed no significant difference As for the revision groups (Group A and C) and the non-revision groups (Group B and D), however, some significant differences were observed, the former outperformed the latter in terms of accuracy, while the latter outperformed the former with respect to fluency These results lead to the conclusion that EFL learners' own revising has more influence on their writing quality and quantity than error feedback from their teachers.