— Overview
The paper summarized here is a 2017 master’s thesis by Lee Ji-hye, submitted to the graduate school of education at Gyeongin National University of Education in Incheon: “A study of the effects of types of teacher feedback on Korean learners’ writing ability, with a focus on the content of feedback and learners’ noticing activities.” Its purpose is to test how three types of feedback — form-focused, content-focused, and an integration of form and content — each affect writing ability, and then to go a step further and compare the integrated type with recast feedback, in order to see what noticing activities do.
The study starts from the observation, in that moment, that the Korean classroom has no single, general way of giving teacher feedback, so feedback often fails to reach learners, and that research does not speak with one voice about which type helps writing most. Four groups of intermediate learners at the same level are to receive different types of feedback, and writing and a questionnaire are to be compared before and after the feedback work.
The first hypothesis is that content, form, and integrated feedback will all help content, organization, and expressive writing, and that the help will be greatest for integrated feedback, then content, then form. The second hypothesis compares integrated feedback with recasts, expecting both to help, and recasts to help more; the extract does not report that second comparison, and this page stays with what is given.
The results that are stated run as follows. Integrated feedback helps writing more than feedback that leans only toward grammar or only toward content. When first drafts and rewrites are scored by type, form-focused feedback rises by an average of 2.4 points, content-focused feedback by 3 points, and integrated feedback by 4.3 points. Those figures belong to this 2017 study, not to a later official measure. The same Korean report, at fuller length, is on CampusDown.
— Contents and key concepts
A 2017 question about feedback
The paper summarized here is a 2017 master’s thesis by Lee Ji-hye, submitted to the graduate school of education at Gyeongin National University of Education in Incheon. It looks at how types of teacher feedback affect Korean learners’ writing, with a focus on the content of feedback and on noticing. Its purpose is to test form-focused, content-focused, and integrated feedback, and then to compare the integrated type with recasts, in order to see what noticing activities do.
The study starts from the observation, in that moment, that the Korean classroom has no single, general way of giving teacher feedback, so feedback often fails to reach learners, and that research does not speak with one voice about which type helps writing most. Four groups of intermediate learners at the same level are to receive different types of feedback, and writing and a questionnaire are to be compared before and after the work.
What the scores showed
The first hypothesis is that all three types will help content, organization, and expressive writing, and that the help will be greatest for integrated feedback, then content, then form. A second hypothesis compares integrated feedback with recasts; the extract does not report that comparison, and this page stays with what is given. The results that are stated run as follows. Integrated feedback helps writing more than feedback that leans only toward grammar or only toward content. When first drafts and rewrites are scored by type, form-focused feedback rises by an average of 2.4 points, content-focused feedback by 3 points, and integrated feedback by 4.3 points. Those figures belong to this 2017 study, not to a later official measure. The same Korean report, at fuller length, is on CampusDown.
Source
- A summary of Lee Ji-hye’s 2017 master’s thesis at Gyeongin National University of Education on types of teacher feedback and Korean learners’ writing, including the reported gains of 2.4, 3, and 4.3 points from first draft to rewrite.
Last updated: 14 November 2026
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