<センター教員・共同研究者論考> アカデミックライティング授業におけるフィードバックの研究 : Criterion® を導入した授業実践からの示唆

Abstract

Feedback is considered to play a significant role in students'a wareness of the conventions of academic writing and in the acquisition of appropriate writing skills. However, teachers often struggle to give useful feedback to individual students as it is a difficult and time-consuming task. Criterion® is an online writing evaluation tool that offers many new possibilities in the classroom. Its implementation in a large-scale curriculum needs to be based on a preliminary case study in order to ascertain whether Criterion® suits the typical needs and levels of the students. The present study explored the use of Criterion® in academic English classes. The participants learned to write argumentative essays in class, and wrote their own essays as assignments. Criterion® was used for in-class feedback and student revision. The students later rewrote their essays and submitted them again for evaluation. A questionnaire was administered to investigate useful types of feedback and difficulties students may have experienced. The questionnaire data showed that, while feedback on organization, style and grammar was considered useful, students also expressed their wish to have teacher mediation in features specific to academic writing such as making academic arguments and effectively using appropriate vocabulary.