Instructor feedback on free writing and automated corrective feedback in drills: Intensity and efficacy

2020 ◽  
pp. 136216882091533 ◽  
Author(s):  
Jianwu Gao ◽  
Shuang Ma
Keyword(s):  
Language Learning ◽  
Error Correction ◽  
Corrective Feedback ◽  
Control Group ◽  
Computer Assisted ◽  
Target Structure ◽  
Metalinguistic Feedback ◽  
Free Writing ◽  
Automated Feedback ◽  
Writing Task

This study investigated the intensity and efficacy of automated corrective feedback (CF) in a tutorial CALL (computer-assisted language learning) environment during form-focused drills as compared with those of instructor CF on free writing in the classroom. The English simple past tense, a previously learned target structure, was selected as the target structure. A hundred and fifty-two Chinese intermediate learners of English as a foreign language (EFL) were randomly assigned to six groups and completed three writing tasks: a pretest, an immediate posttest, and a delayed posttest. The six groups included two automated feedback groups (direct correction on an error-correction test and metalinguistic feedback on an error-correction test), two feedback-on-writing groups (direct correction and metalinguistic feedback), a group who completed the error-correction test with no feedback, and a control group who participated in none of the interventions. The results showed that the error-correction test provided the participants with more intensive CF exposure than the writing task. However, the groups that received CF in the writing task were the only groups that performed better than the control in subsequent written production. Post hoc analyses of the production data revealed that the metalinguistic-feedback-on-writing group’s improvement could be attributable to error avoidance.

scholarly journals Effect of corrective feedback for learning verb second

2016 ◽  
Vol 54 (4) ◽  
Author(s):  
Bart Penning de Vries ◽  
Catia Cucchiarini ◽  
Stephen Bodnar ◽  
Helmer Strik ◽  
Roeland van Hout
Keyword(s):  
Language Learning ◽  
Corrective Feedback ◽  
Computer Assisted ◽  
Computer Assisted Language Learning ◽  
Target Structure ◽  
Verb Second ◽  
User Interactions ◽  
Proficiency Level ◽  
Learning Conditions ◽  
System User

AbstractThis paper presents a detailed study on the role of corrective feedback (CF) in the development of second language (L2) oral proficiency. Learners practiced speaking with a computer-assisted language learning (CALL) system that employs automatic speech recognition (ASR) technology to provide CF. The system tracks learner behaviour by logging the system-user interactions. Two language learning conditions are compared. In the CF condition learners received immediate, automatic CF on the grammaticality of their spoken output. In theOCF condition, learners practiced speaking with the option to self-correct. The target structure under investigation is Dutch verb second (V2) in the main clause. The results show that learner proficiency improved in both conditions. The CF condition shows an additional benefit for learning that is related to the learner’s initial knowledge of the target structure (which we call V2 proficiency). Learners at a lower V2 proficiency level benefitted more from practice with CF than learners in the NOCF condition. Learner evaluations are in line with these results: both the CF and the NOCF groups positively evaluated practice with the system, but the CF condition was preferred by learners starting at a lower V2 proficiency level. For more information on these outcome measures, we investigated the learners’ behaviour during practice. The two groups were found to receive equal amounts of input, but learners in the CF condition produced more (grammatically correct) output during treatment. We found that the CF group repaired their errors in fewer attempts as they progressed through practice. Learners in the NOCF condition generally did not (attempt to) repair their errors. However, the learners answered correctly more often as they progressed in the training. The log data, therefore, shows learning of the target structure in both conditions. We discuss these results and how learning outcome is related to learner behaviour.

Scaffolding student engagement with written corrective feedback: Transforming feedback sessions into learning affordances

2021 ◽  
pp. 136216882110409
Author(s):  
Chi-Duc Nguyen
Keyword(s):  
Student Engagement ◽  
Language Learning ◽  
Error Correction ◽  
Corrective Feedback ◽  
Attentional Focus ◽  
Assessment Practice ◽  
Writing Conference ◽  
Teacher Student ◽  
Written Corrective Feedback ◽  
Future Learning

This study proposed a three-step writing conference in which foreign/second language (L2) students, under the guidance of their writing instructor, first fastened their attentional focus on a form-related error, analysed a collection of standard L2 samples to deduce the underlying knowledge, and then planned for their error correction as well as future learning of this knowledge. The ultimate goal of this formative assessment practice was to scaffold student engagement with written corrective feedback (WCF). Using a between-group experiment design, the present study compared the effects on the success rate of error correction and L2 uptake of the above writing conference ( n = 14) against those brought about by a typical Teacher–Student ( n = 12) and a typical Student–Student one ( n = 12). Research participants were 38 intermediate learners of English as a Foreign Language (EFL) recruited from three intact classes at a language-learning center in Vietnam. The suggested writing conference was indeed found to yield better error correction and L2 uptake than the other counterparts. A closer look at the students’ mental engagement with WCF revealed that such engagement was moderately correlated with their L2 uptake. These findings altogether suggest that student engagement with WCF should not be taken for granted or, in other words, this engagement should be contingently supported by the writing instructor in order to foster learning from WCF.

A longitudinal observation of technology-mediated feedback for L2 learners of German

2019 ◽  
Vol 170 (2) ◽  
pp. 154-179 ◽  
Author(s):  
Trude Heift
Keyword(s):  
Language Learning ◽  
Computer Assisted ◽  
Computer Assisted Language Learning ◽  
Learner Performance ◽  
Metalinguistic Feedback ◽  
System Use ◽  
L2 Learners ◽  
Language Courses ◽  
Exercise Type ◽  
Formed Part

Abstract This article provides a longitudinal study of L2 learners of German who used a computer-assisted language learning (CALL) system that formed part of their regular classroom instruction. The 42 learners were enrolled in four consecutive university language courses at a beginner and intermediate level. The study compares two different feedback types, metalinguistic feedback and repetition, which were provided for the same exercise type over the course of four semesters. The exercise type required learners to build sentences from a set of predefined, uninflected words. While the grammatical focus of the exercises changed over time, many of the same grammatical constructions were present in all four courses. The study discusses the changes in learner performance and error correction behavior as students became more proficient in their knowledge of the L2 grammar and were exposed to the technology-mediated feedback that remained consistent throughout system use over the four language courses.

The impact of computer-assisted language learning on Iranian EFL students’ vocabulary learning

2016 ◽  
Vol 6 (4) ◽  
pp. 210-217 ◽  
Author(s):  
Assoc. Prof. Dr. Ali Rahimi ◽  
Samira Mouri
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
English Language ◽  
Vocabulary Learning ◽  
Control Group ◽  
Computer Assisted ◽  
Computer Assisted Language Learning ◽  
Efl Students ◽  
The Impact ◽  
Experimental Group

This study aimed to explore the impact of computer-assisted language learning on Iranian EFL students’ vocabulary learning. Participants of the study were 76 students – 29 males and 47 females – learning English as a foreign language in Parto, Sadr, Poyesh and Andishe Institutes in Ahvaz who were selected after taking the Nelson English Language Test as a proficiency test. They were randomly divided into two groups. One group was taken as control and the other as experimental group. Both groups participated in the teacher-made test of vocabulary, Vocabulary Levels Test (VLT), and Word-Associates Test (WAT) as pre-test. During class sessions the control group was taught the vocabulary, in the conventional way, through the printed textbook while the experimental group taught by the software version of the same book. Three ANCOVAs were run to compare the performance of experimental and control groups after the treatment period. The results of the ANCOVAs revealed that using vocabulary learning software was more effective than using printed book on vocabulary learning, vocabulary breadth, and vocabulary depth of the participants. The results of the present study could help EFL course book designers, foreign language institutes, educational planners, material developers, teachers, and learners to provide a better context for EFL learning. Keywords: computer-assisted instruction, computer-assisted language learning, information communication technology, vocabulary breadth, vocabulary teaching software.  

The Use of Models as Written Corrective Feedback in English as a Foreign Language (EFL)Writing

2017 ◽  
Vol 37 ◽  
pp. 110-127 ◽  
Author(s):  
María del Pilar García Mayo ◽  
Udane Loidi Labandibar
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Corrective Feedback ◽  
Negative Attitude ◽  
Learning Potential ◽  
Feedback Processing ◽  
Efl Writing ◽  
Efl Context ◽  
Written Corrective Feedback ◽  
Writing Task

ABSTRACTThe language learning potential of writing has been an underresearched topic in the English as a foreign language (EFL) context. The present study investigates what Basque-Spanish EFL teenage learners (n = 60) notice when writing a composition in response to visual stimuli in a three-stage writing task including output, comparison, and delayed revision. The present study also explores how this noticing and feedback processing affects their subsequent revisions. The findings revealed that participants noticed mainly lexical problems, although they also paid attention to content features. Moreover, more proficient learners and guided learners noticed more features. A qualitative analysis of the results indicated that, overall, learners had a negative attitude toward writing and modeling, but those with more positive beliefs incorporated more items in subsequent revisions. A number of implications for research and pedagogy will be discussed.

scholarly journals Teachers’ Corrective Feedback Strategies in Assessing Essay Writing

2018 ◽  
pp. 208-212
Keyword(s):  
Language Learning ◽  
Error Correction ◽  
English Language ◽  
Corrective Feedback ◽  
Language Teachers ◽  
Esl Teachers ◽  
Essay Writing ◽  
Written Corrective Feedback ◽  
Feedback Strategies ◽  
English Language Teachers

Feedback has been an important topic of discussion in language learning. Although research on written corrective feedback is available, there is little research on the specific strategies employed by teachers in order to provide feedback on their students’ essay writing. This paper reports part of a larger research. One of the objectives of this study was to explore corrective feedback strategies employed by the English as a second language (ESL) teachers and English language expert raters when assessing their students’ written essays. This study used qualitative case study which involved 12 participants. Data were collected through interviewing nine English language teachers and three English language expert raters to obtain their pedagogic practices in providing written corrective feedback. The strategies identified are based on Ellis’s typology of strategies for providing written corrective feedback. The findings showed that the preferred written corrective feedback strategy used by the teachers and raters was Metalinguistic Corrective Feedback with Direct Corrective Feedback and Focused Corrective Feedback used by only a few of them. This study has pedagogical implications in that it explains the ESL teachers/expert raters’ pedagogical attitude and practices towards error correction and their preferred written corrective feedback strategies in dealing with error correction.

An Examination of Corrective, Reflective, and Rule-based Feedback in Chinese Classifier Acquisition in a CALL Environment

2020 ◽  
Vol 10 (12) ◽  
pp. 1558
Author(s):  
Yanhui Zhang
Keyword(s):  
Language Learning ◽  
Relative Effectiveness ◽  
Corrective Feedback ◽  
Computer Assisted ◽  
Memory Retention ◽  
Grammatical Knowledge ◽  
Feedback Group ◽  
Rule Based ◽  
Chinese Learning ◽  
The Right

To facilitate effective learning in a computer-assisted language learning (CALL) environment, it is essential for the system to aid learners to not only pinpoint correct answers, but also identify the right process of learning so as to efficiently overcome various levels of difficulty with optimized practicing items. This study investigates how and to what extent different types of feedback from the CALL system may promote the grammatical knowledge learning for L2 learners of Chinese. Students in the Elementary Chinese program at the Carnegie Mellon University participated in the experiment of the computer assisted language tutoring for learning Chinese classifiers. Three kinds of feedback, namely corrective feedback, reflective feedback, and rule-based feedback, were designed and the relative effectiveness of each on the learning of the planned grammatical knowledge was assessed with pre and posttests. The results show that participants in the rule-based feedback group surpassed those in reflective and corrective feedback groups in an immediate posttest, but participants in the reflective feedback group outperformed the other two groups in a two-week delayed posttest. It is concluded that reflective feedback can more effectively promote self-explanation and memory retention in Chinese classifier acquisition in a CALL environment. The findings provide important insights for the construction of a dynamic, interactive Chinese learning courseware with adequate task design and optimal feedbacks.

Accent Conversion in Computer-Assisted Pronunciation Training (CAPT)

2021 ◽  
pp. 127-160
Author(s):  
Setareh Safavi
Keyword(s):  
Treatment Group ◽  
Language Learners ◽  
Automatic Speech Recognition ◽  
Speech Processing ◽  
Second Language Learners ◽  
Statistical Significance ◽  
Corrective Feedback ◽  
Processing Method ◽  
Control Group ◽  
Computer Assisted

This study investigated a computer-assisted pronunciation training (CAPT) software that utilized automatic speech recognition (ASR) and accent conversion technology to improve pronunciation of second language learners. Such speech processing method is capable of addressing the typical shortcoming of ASR technology for L2 pronunciation training, which is providing meaningful corrective feedback. Thirty-six student participants were involved in the treatment group. For the treatment, they worked on a CAPT tool that utilized ASR and AC to provide the participants with corrective feedback. A comparison group was also used and consisted of 36 students but worked on a different type of CAPT tool. Two trained raters took part in rating each monologue completed for the pretest, posttest, and comparison data. Findings showed preliminary statistical significance in regards to improved pronunciation for the treatment group. Additional results also showed no statistical differences in the rater scores between the control group and the experimental posttest scores.

Tutorial computer-assisted language learning

2015 ◽  
Vol 48 (4) ◽  
pp. 471-490 ◽  
Author(s):  
Trude Heift ◽  
Mathias Schulze
Keyword(s):  
Language Learning ◽  
Learning Process ◽  
Applied Linguistics ◽  
Corrective Feedback ◽  
Written Language ◽  
Computer Assisted ◽  
Computer Assisted Language Learning ◽  
Language Awareness ◽  
Systematic Overview ◽  
Awareness Raising

‘Sometimes maligned for its allegedly behaviorist connotations but critical for success in many fields from music to sport to mathematics and language learning, practice is undergoing something of a revival in the applied linguistics literature’ (Long & Richards 2007, p. xi). This research timeline provides a systematic overview of the contributions of computer-assisted language learning (CALL) to the role, nature, and development of individual practice in language learning. We focus on written language practice in Tutorial CALL, corrective feedback and language awareness-raising in Intelligent CALL (ICALL), and individualization of the learning process through tailoring of learning sequences and contingent guidance.

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