Computer-mediated text-based and audio-based corrective feedback, perceptual style and L2 development

System ◽  
2019 ◽  
Vol 82 ◽  
pp. 97-110 ◽  
Author(s):  
Ehsan Rassaei
Keyword(s):  
Corrective Feedback ◽  
Computer Mediated ◽  
Perceptual Style ◽  
L2 Development

SYNCHRONOUS COMPUTER-MEDIATED COMMUNICATION AND INTERACTION

2015 ◽  
Vol 38 (3) ◽  
pp. 553-586 ◽  
Author(s):  
Nicole Ziegler
Keyword(s):  
Learning Outcomes ◽  
Meta Analysis ◽  
Computer Mediated Communication ◽  
Relative Effectiveness ◽  
Mediated Communication ◽  
Face To Face ◽  
Computer Mediated ◽  
Communication Modes ◽  
L2 Development ◽  
Small Advantage

The current study reports on a meta-analysis of the relative effectiveness of interaction in synchronous computer-mediated communication (SCMC) and face-to-face (FTF) contexts. The primary studies included in the analysis were journal articles and dissertations completed between 1990 and 2012 (k = 14). Results demonstrate that interaction in SCMC and FTF had a significant impact on second language (L2) development, providing further support for previous research demonstrating the efficacy of interaction in both communication modes (e.g., Mackey & Goo, 2007; Pellettieri, 2000; Smith, 2004, 2005). There was also a small advantage for interaction in SCMC on measures of overall L2 learning outcomes, with additional analyses indicating a small advantage for SCMC interaction on productive and written measures and a small advantage for FTF interaction on receptive and oral learning outcomes. Interestingly, there were no significant differences between SCMC and FTF, suggesting the mode of communication has no statistically significant impact on the positive developmental benefits associated with interaction.

The Theoretical Expectation of the Effect of Written Corrective Feedback From Information Processing Perspective

2018 ◽  
pp. 12-29
Keyword(s):  
Information Processing ◽  
Corrective Feedback ◽  
Theoretical Explanation ◽  
The Other ◽  
Theoretical Expectation ◽  
Written Corrective Feedback ◽  
L2 Development ◽  
Information Processing Perspective ◽  
Interactive View

Chapter 2 explains how written CF can facilitate the process of information processing in Gass' model from a micro perspective, and also in a macro view, according to McLaughlin's model, and Anderson's model. The theoretical explanation makes us to believe written CF has the potential to benefit L2 development. The other half of the chapter provides an understanding of written CF in an interactive view of SLA and leads to the conclusion that all the factors involved in the interactions between teacher and learner should be taken into consideration when providing written CF.

Effects of a Small Group Microcomputer-Mediated Motor Skills Instructional Package

1992 ◽  
Vol 17 (3) ◽  
pp. 133-144 ◽  
Author(s):  
Eva M. Horn ◽  
Steven F. Warren ◽  
Herbert J. Reith
Keyword(s):  
Small Group ◽  
Motor Skills ◽  
Corrective Feedback ◽  
Training Session ◽  
General Level ◽  
Computer Mediated ◽  
Teaching Package ◽  
Instructional Package ◽  
Condition B

The present study investigated the effectiveness of a microcomputer-mediated motor skills teaching package in a small group training session. Two groups of three young children with cerebral palsy were provided motor skills instruction by a trainer across two conditions. Condition A consisted of a package of adaptive positioning and behavioral teaching procedures. Condition B consisted of the same adaptive positioning and behavioral procedures plus “computer assistance” and response-contingent toys. An A-B-A-B multitreatment design with across-site replication was used to compare the effects of the two training packages. Results indicated a consistent relationship between the introduction of a computer-mediated package (Condition B) and improvement in both the children's behaviors and the trainer's quality of instruction. The computer-mediated package was shown to be successful in increasing the children's general level of engagement as well as their performance of the target motor skills. Simultaneously, improvements in the consistency of immediate performance-based reinforcement and corrective feedback provided to the children by trainers were noted.

Computer-mediated instruction using ondoku practice for developing elementary school students’ pronunciation skills

2021 ◽  
Vol 3 (1) ◽  
Author(s):  
Steven Wong ◽  
Natsuko Shintani
Keyword(s):  
Elementary School ◽  
Elementary School Students ◽  
Teaching Practice ◽  
Reading Aloud ◽  
Video Recording ◽  
Corrective Feedback ◽  
School Students ◽  
Instructional Activity ◽  
Computer Mediated ◽  
Teacher Researcher

Abstract This article reports on an elementary school teacher’s research project that evaluated a new teaching practice for Japanese elementary school students. The project was conducted in two fifth-grade classes comprising a total of 59 students. The teacher-researcher designed a computer-mediated instructional activity consisting of four-steps called ondoku, which engaged individual students in reading a given story aloud. It involved the students (a) studying a model reading-aloud video, (b) video-recording their own reading-aloud performance, (c) receiving teacher corrective feedback on their pronunciation and (d) studying the feedback and recording and hen submitting a second performance. All the steps were carried out in sequence using individual iPads. The teacher also administered a questionnaire to examine students’ engagement in and perspectives regarding the activity. Analysis involved comparing the pronunciation in the first and second corrected video files. The results showed that feedback led to successful repair 62 times out of the 108 corrections. In 16 instances, the students were aware of the error and attempted repair but still produced an incorrect utterance. In 30 instances, the students made no repair. Reflecting on the results and the students’ responses to the questionnaire, the teacher proposed some changes to the activity.

Research on the role of recasts in L2 learning

2020 ◽  
Vol 53 (3) ◽  
pp. 289-315
Author(s):  
Jaemyung Goo
Keyword(s):  
Empirical Studies ◽  
Corrective Feedback ◽  
Linguistic Features ◽  
Moderator Variables ◽  
L2 Learning ◽  
L2 Development ◽  
Scholarly Discussion ◽  
Negotiation For Meaning ◽  
Meta Analyses

With much empirical evidence of a beneficial role of interaction in second language (L2) development, researchers have become interested in investigating specific aspects of interaction (e.g., negotiation for meaning, corrective feedback (CF), modified output, noticing, etc.) that likely influence the extent to which interaction benefits L2 learning (Mackey, 2012; Mackey, Abbuhl, & Gass, 2012; Mackey & Goo, 2013; Gass & Mackey, 2015; Loewen & Sato, 2018). Among varied features of interaction, CF has been found to be quite effective at drawing learners' attention to L2 linguistic features during interaction, and has engendered much scholarly discussion of pivotal importance and numerous empirical studies on its potential for L2 development (see Russell & Spada, 2006; Mackey & Goo, 2007; S. Li, 2010*; Lyster & Saito, 2010*; Lyster, Saito, & Sato, 2013*; Brown, 2016*; Nassaji, 2016* for reviews and meta-analyses). Recasts, inter alia, have been at the center of most CF research and greatly explored with a view to understanding the nature of recasts, their characteristics (in various L2 learning contexts), their relative efficacy over other CF moves, and moderator variables that may mediate the effectiveness of recasts.

scholarly journals Computer-mediated Corrective Feedback in ESP Courses: Reducing Grammatical Errors via Email

2014 ◽  
Vol 136 ◽  
pp. 355-359 ◽  
Author(s):  
Dara Tafazoli ◽  
Heidar Nosratzadeh ◽  
Nouriehossadat Hosseini
Keyword(s):  
Corrective Feedback ◽  
Computer Mediated ◽  
Grammatical Errors

EXPLORING LEARNER PERCEPTION AND USE OF TASK-BASED INTERACTIONAL FEEDBACK IN FTF AND CMC MODES

2013 ◽  
Vol 36 (1) ◽  
pp. 1-37 ◽  
Author(s):  
Laura Gurzynski-Weiss ◽  
Melissa Baralt
Keyword(s):  
Foreign Language ◽  
Corrective Feedback ◽  
Intermediate Level ◽  
Face To Face ◽  
Stimulated Recall ◽  
Computer Mediated ◽  
Accurate Perception ◽  
Learner Perception

Theoretical claims about the benefits of corrective feedback have been largely premised on learners’ noticing of feedback (e.g., Gass & Mackey, 2006; Long, 1996; Schmidt, 1990, 1995; Swain, 1995), and findings have demonstrated that both the feedback target (Mackey, Gass, & McDonough, 2000) and the mode of provision (Lai & Zhao, 2006) can affect learners’ accurate perception of feedback. The current study extended this research by investigating learners’ perception and use of feedback provided in task-based interaction in both computer-mediated (CMC) and face-to-face (FTF) modes. Utilizing stimulated recall, the study examined if 24 intermediate-level learners of Spanish as a foreign language accurately noticed feedback as feedback, if they noticed the feedback target, and if the environment in which they interacted (CMC vs. FTF) made a difference in their accuracy. The study also investigated if modality affected opportunities for modified output immediately following feedback and if learners used those opportunities differently according to mode. Results demonstrated that, overall, learners did notice feedback as feedback in both modes. Contrary to expectations, there were no statistical differences between modes in feedback perception accuracy. Significant differences were found, however, in learners’ opportunities for and use of feedback depending on the interaction environment and the type of error being addressed.

scholarly journals Interlanguage or Technology when Using English as Vehicular Language: what influences students productions online?

2018 ◽  
Vol 26 (2) ◽  
pp. 41
Author(s):  
Milagros Torrado-Cespón
Keyword(s):  
Native Speakers ◽  
Computer Mediated Communication ◽  
Corrective Feedback ◽  
Control Groups ◽  
Mediated Communication ◽  
Use Of Technology ◽  
Computer Mediated ◽  
New Research ◽  
Made In ◽  
Do So

<p>This article seeks to explore what influences the production of accurate online written texts in English by speakers of Spanish. In order to do so, the cases where the pronoun “I” is not capitalized have been examined in detail to determine whether we are facing an error due to a lack of proficiency or whether the use of ICT is to blame. After going through the cases of “i” and observing the other mistakes made in the texts where they appear, ICT together with lack of proofreading, and interlanguage seem to be the possible answers. Although we can establish the use of technology and, therefore, Computer-Mediated Communication (CMC) as the cause of most cases in analogy with what happens with native speakers, further investigation is needed and new research with similar control groups where explicit corrective feedback is given could give us more clues about the behaviour of the participants.</p>

The Exploration of the Effect of Scafflolded Written Corrective Feedback

2018 ◽  
pp. 65-69
Keyword(s):  
Case Studies ◽  
Corrective Feedback ◽  
Self Control ◽  
Combined Approach ◽  
The Third ◽  
Written Corrective Feedback ◽  
Cultural Framework ◽  
L2 Development

This chapter reviews the written CF studies that have been conducted within a socio-cultural framework. These are three case studies, the first of which found individual learners had better self-control after receiving scaffolded written CF within their different ZPDs. The second study compared scaffolded written CF and random written CF and found scaffolded written CF resulted in better L2 development. The third study compared scaffolded written CF and the most explicit written CF (direct correction plus metalinguistic explanation) and no advantage for scaffolded written CF was reported. In the end, a combined approach of investigating written CF is proposed.

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