A Study on EFL Writing Feedback using TA for Promoting Independent Learning

2017 Fiscal Year Final Research Report

• Project/Area Number: 26370625
• Research Category: Grant-in-Aid for Scientific Research (C)
• Allocation Type: Multi-year Fund
• Section: 一般
• Research Field: Foreign language education
• Research Institution: Okayama University
• Principal Investigator: Otoshi Junko 岡山大学, 岡山大学・全学教育・学生支援機構, 准教授 (10411266)
• Co-Investigator(Kenkyū-buntansha): マーリー ギャロルド 岡山大学, 言語教育センター, 准教授 (40307244) ; 宇塚 万里子 岡山大学, グローバル・パートナーズ, 教授 (40601381)
• Project Period (FY): 2014-04-01 – 2018-03-31
• Keywords: ＥＦＬ writing / scaffolded feedback / tutor training / peer writing tutor / thematic analysis / case study / utterances

Outline of Final Research Achievements

We have conducted a study for developing a Japanese English Writing Tutor training program for 4 years. Our study revealed that tutor's utterances have two features: personal affiliation and completing or amplifying the points. In tutorial training, it is suggested that those utterances by tutors should be considered for establishing a scaffolding approach.

Free Research Field

英語教育学