A Journey into Written Corrective Feedback: The Story of Our Town I

As a writing instructor at a university for twenty-three years in Korea, I have always wondered whether I am a good instructor or not? Theories from Second Language Acquisition have nurtured me on the practical issue of how to teach and assess writing effectively. Specifically, the written Corrective Feedback (WCF) theory has guided my teaching up to this point. Based on my teaching experience and knowledge of theories, I would like to go on an intellectual journey with the readers. I want to share what I have learned from my teaching in a Korean context, focusing on possible variables affecting writing, the effects of feedback types, the impact of blended design, learner proficiency, feedback mode, learning environment differences (on vs. off-line), instructional interval, and ethnicity. Because of my limited capacity, I may not be able to answer all of the possible variables affecting the effectiveness of WCF. However, as long as I can share my experience with readers, that will be another unforgettable experience for me.

Autorentext

Professor Park has taught English for three decades at Pukyong National University in Korea. He has published articles and books on English writing related issues and worked as chief editor of STEM Journal published in Korea. He is also interested in NVivo and has published articles and books on CAQDAS.