The purpose of this study is to investigate error patterns in EFL college students’ English writing as well as their change over time, based on the teacher’s feedback. In order to accomplish this purpose, two research questions were constructed; first, what are the characteristics of Korean EFL students’ writing based on the maturity of English sentence by the T-unit analysis? Second, what types of error patterns are produced in Korean EFL students’ writing? Also, how do the error patterns change based on the teacher’s feedback over time? The participants were four Korean EFL college students, and they were asked to pre-write, draft, revise and edit until they completed their final draft. The results of pre- and post-writing test were also analyzed. The major findings are as follows: 1) The mean number of T-unit among participants was 42.25 units, and the mean number of words per T-unit was 10.95 words. 2) The most frequently committed errors were found out as lexical and morphological errors. Moreover, the rate of lexical and sentence structure errors has been dropped, whereas the rate of punctuation errors has increased as the teacher’s feedback progressed over time. Pedagogical and practical suggestions are also made on the effective teaching of English writing in Korean classroom settings.

This study investigates the relationship between a native English-speaking teacher and EFL students in the response-and-revision process. The data consisted of drafts and revisions produced by three students in response to teacher comments and interviews with students. In order to examine how EFL students react to the feedback, teachers’ written feedback on the papers was evaluated by calculating frequency counts on the same types of feedback. We then examined the extent to which students made use of teacher feedback in their revisions. In addition, we supplemented our interpretations by extracting aspects of the students’ views through analysis of the interview data. All three students believe that only native speakers can correct language errors in their writing. Furthermore, the students prefer or indeed demand native English-speaking teachers as writing teachers. In fact, dissimilar student reactions to native English-speaking teacher feedback probably arise from whether and how they positioned themselves as a writer in the EFL writing classroom.

A traditional assumption has been that written work in foreign language classes must be corrected carefully. If they were not corrected, errors would be deeply ingrained, and it would be difficult for learners to use the language correctly. Feedback has been viewed as a facilitator of learning and provides various kinds of information to the learner. In foreign language learning, this information consists primarily of modifications and upgrade their inter language grammar. Teachers" written feedback is a topic of continuing interest in foreign language teaching. But most experienced writing teachers know that responding to the students" writing can be the most frustrating, difficult and time consuming part of the job. Providing written feedback on student papers is the teachers‘ most crucial task. And it plays an important role in motivating and encouraging students. But in spite of corrections, teachers have found that students continue to repeat the same mistakes. Moreover the return of papers covered with red marks causes disappointment and discouragement on student"s faces. The teacher wonder if lerner"s errors should be corrected. If so, when should learner"s errors be corrected and which error should be corrected? How should learner"s errors be corrected? Who should correct learner"s errors? To this end, this paper will review the researches about these questions. And this paper will discuss and try to find the conclusion on these questions.

이 연구는 배움의 공동체를 경험한 교사들의 피드백 발화의 유형과 특징을 분석하였다. 이를 위해 초･중등 7개 수업을 녹화하여 전사하였다. 교사의 피드백 발화는 Kim(2014)의 분석틀을 이용하여 유형을 분류하고 특징을 분석하였다. 분석결과 12개의 피드백 유형 중 ‘수용하기’와 ‘초점화하기’ 유형이 가장 많이 나타났다. ‘수용하기’는 학습자와의 긍정적인 관계형성과 학습촉 진을 모두 의도하는 피드백 유형이며, ‘초점화하기’는 학습자들이 개념에 대한 의미를 구성하고 문제해결 촉진을 의도하는 피드백 유형이다. 특히 ‘초점화하기’는 일반 수업에서 피드백을 분석 한 선행연구에 비해 높게 나타난 유형으로 배움의 공동체 수업에서 핵심으로 생각하는 ‘점프과 제’ 및 ‘연결 짓기’와 높은 관련이 있는 것으로 판단된다. 이와 달리 학습 동기부여를 위한 칭 찬하기와 격려하기는 가장 낮은 빈도를 보여 이에 대한 개선이 필요한 것으로 나타났다. 이와 같은 분석결과를 통해 얻을 수 있는 시사점을 논의하였다.