高校英語授業における間接書記訂正フィードバック に対する筆記ランゲージングの効果

抄録

This study explored the effects of indirect written corrective feedback (IWCF) followed by written languaging (WL) on students’ writing accuracy in Japanese high school classes. Two kinds of three-stage-writing tasks were conducted. Students engaged in the first essay. The next day, after receiving IWCF, students engaged in WL, in which they explained about the reasons for the errors in their writing. A few weeks later, students wrote the second essay on either the same topic or a similar one. Their writing explanations were coded as written languaging episodes (WLE) according to the level of noticing. The effects of IWCF + WL were assessed by comparing the first essay and the second one in terms of the average number of linguistic errors. Results revealed that their WLEs are likely to be the level of noticing with reasons and that they significantly improved accuracy on their writing. Similarly, if an error was explained with reasons, it was more likely to be revised correctly in the second essay. Moreover, even if students engaged in WL on ineffective feedback, their thoughts were deepened and they sometimes successfully revised the errors in revision. Based on the findings and discussion, this study suggests the beneficial effects of IWCF + WL activity on students’ writing accuracy in usual English classes.