scholarly journals Exploring language learning and corrective feedback in an eTandem project

2021 ◽  
Vol 0 (0) ◽  
Author(s):  
Jinlan Tang ◽  
Kan Qian ◽  
Na Wang ◽  
Xiaona Hu
Keyword(s):  
University Students ◽  
Language Learning ◽  
Error Correction ◽  
Corrective Feedback ◽  
Small Scale ◽  
Intercultural Awareness ◽  
Multiple Datasets ◽  
L2 Learners ◽  
The Uk ◽  
Correction Strategies

Abstract Many studies about eTandem and language learning stem from learners in Western institutions of higher education. Unfortunately, there is a lack of research investigating the telecollaboration regarding language development between learners in the East and the West. Against this backdrop, a small-scale, six-week Chinese-English eTandem project focusing on learners’ language learning processes and experiences was undertaken between nine Chinese university students learning English in China and nine British university students learning Chinese in the UK. Multiple datasets were collected from learners’ diaries, synchronous Skype communication recordings, email exchanges, interviews and a post-project survey. This paper reports the main language error types made by Chinese L2 learners of English and error correction strategies provided by eTandem partners of competent L1 English speakers, along with how Chinese participants responded to the corrections. A thorough analysis of the research data indicated three types of linguistic errors in written tasks made by Chinese L2 learners of English: grammatical, lexical and idiomatic expressions. Another finding was that, although explicit written correction was the most commonly used strategy in email exchanges, learners preferred explanations with examples. In addition to previously established gains of eTandem learning, such as authentic communication, forging friendship and promoting intercultural awareness, positive responses to competent L1 partners’ error corrections was another major benefit indicated in our data. Our study pinpoints the importance of both pre-project training of participants on error-correction strategies with examples and how to respond to partner feedback in future eTandem projects.

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.

University L2 Learners' Voices and Experience in Making Use of Dictionary Apps in Mobile Assisted Language Learning (MALL)

2019 ◽  
Vol 9 (4) ◽  
pp. 18-36
Author(s):  
Qing Ma
Keyword(s):  
Hong Kong ◽  
University Students ◽  
Language Learning ◽  
Language Teachers ◽  
Online Information ◽  
Lexical Information ◽  
Mobile Assisted Language Learning ◽  
L2 Learners ◽  
Actual Use ◽  
Key Factor

Language learners can now access language learning information anywhere and anytime with handheld mobile devices connected to unlimited online information. Searching the meaning of unknown language items encountered online may be the first step for language learning to take place. Making good use of e-dictionaries and dictionary apps is a key factor that affects learning efficiency. Using a survey questionnaire completed by more than 200 participants and examining both quantitative and qualitative data, this study investigated how Hong Kong university L2 learners make use of dictionary apps and probed into what dictionary functions they actually use and what functions they desire when they engage in MALL. Four categories of dictionary functions, including lexical information, extra resources, lexical tutors, and lexical tools, are used to describe all dictionary functions that students accessed or desired. The results show that dictionary apps have become essential tools for Hong Kong university students to learn an L2 as well as facilitate their academic studies; bilingual dictionaries with multiple functions and rich resources are meaning decoders that help students engage in learning both in their subject courses and English learning. Some discrepancies exist in learners' actual use and desired use of dictionary functions, which deserve the further attention of both app developers and language teachers to improve learners' efficiency of vocabulary learning. In addition, teachers play an important role in guiding students' lexical learning. Based on the findings, a framework for understanding Hong Kong university students' choice and use of dictionary apps is provided, based on which implications are offered and 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.

scholarly journals A Study of EFL Students’ Interpretations of Cultural Aspects in Foreign Language Learning

2011 ◽  
pp. 38
Author(s):  
Osiris Hernández Castro ◽  
Yolanda Samacá Bohórquez
Keyword(s):  
Foreign Language ◽  
University Students ◽  
Language Learning ◽  
Applied Linguistics ◽  
Foreign Language Learning ◽  
Target Language ◽  
Small Scale ◽  
Research Project ◽  
Cultural Aspects ◽  
Efl Students

This article explores the relevance of implementing the cultural aspects of both foreign and own countries as a paramount issue in the teaching of a target language. This small scale research project was developed as a component of the seminar on Bilinguism offered by Universidad Distrital in Bogotá as part of its Master ́s program in Applied Linguistics to the Teaching of English. The authors of this research collected data to find out and compare how university students from Tunja and Bogotá –two major Colombian cities– assess the incorporation of cultural aspects of the foreign country into the teaching of the foreign language. Thus, the guiding question of this research is: How do EFL students interpret cultural aspects embedded in foreign language learning?

scholarly journals The Effect of Immediate and Delayed Error Correction on Accuracy of EFL Learners’ Oral Production

2016 ◽  
Vol 6 (3) ◽  
pp. 93
Author(s):  
Fatemeh Safari
Keyword(s):  
Language Learning ◽  
Error Correction ◽  
English Language ◽  
Corrective Feedback ◽  
Specific Situation ◽  
Efl Learners ◽  
Oral Production ◽  
Positive Effects ◽  
The Subject ◽  
English Language Institute

The concept of corrective feedback in learning a second language has gained more importance and it has been the subject of many researches during recent years. Therefore, considering some aspects that affect it such as when and how to correct, and also what types of corrective feedback are more preferable and effective is of crucial concern. The aim of this study is to find the most effective type of error correction (especially the best time: whether immediately or delayed) in the case of accuracy of Iranian EFL learners’ oral production. Thus, in order to investigate this study, 30 homogenous intermediate EFL learners were selected randomly (female) aged 13 to 30 from Tak English language institute in Dezful, Iran. The participants were divided into 2 groups of 15. For G1 errors were corrected immediately and for G2 with some delay, i.e. after finishing their speech during a term. At the end of the term, each student were asked to discuss one of the topics they have covered during the term, while their voices were recorded and transcribed later. Measures of accuracy were developed to examine the results. Data analysis indicated that both Immediate and Delayed Error Correction had positive effects on the accuracy of learners’ oral production. However, it was evident that although both types of CF were beneficial, the effects of Immediate Error Correction were larger than the other. In conclusion, regarding the specific purpose of language learning in a specific situation and classroom, it is recommended that teachers should be familiarized with all types of CF and then cautiously select the most appropriate one.

Grammar Learning Strategy Use by English-Major University Students: An Investigation with Grammar Learning Strategy Inventory (GLSI)

2021 ◽  
Vol 2 (1) ◽  
pp. 53-70
Author(s):  
Kento Nakachi
Keyword(s):  
University Students ◽  
Language Learning ◽  
Learning Strategies ◽  
Learning Strategy ◽  
Corrective Feedback ◽  
Cognitive Strategies ◽  
Strategy Instruction ◽  
Grammar Learning ◽  
Learning Strategy Use ◽  
English Major

A fruitful discussion on language learning strategies has taken place in the field of second language research. However, little is known about grammar learning strategy (GLS) use (Pawlak, 2013, 2018, 2020). The present study explores GLS utilized by 145 English-major university students with Grammar Learning Strategy Inventory (GLSI), a data-collecting instrument developed by Pawlak (2018, 2020). In addition, the current study examines TOEIC scores extracted from 27 student participants to investigate if there is any correlation between GLS use and TOEIC scores. The descriptive data analysis revealed that cognitive strategies used when coping with corrective feedback were the most commonly utilized strategies while affective strategies were the least. Furthermore, the correlational analysis demonstrated that five strategies from metacognitive, cognitive, and affective GLS showed a weak-to-moderate correlation with TOEIC scores (p < .05). The present study concludes with an emphasis on strategy instruction and the necessity of further investigation using GLSI. 第二言語研究の分野において言語学習方略については多くの議論がなされてきた。しかしながら, 文法学習方略（GLS）の利用についてはほとんど研究がされていない（Pawlak, 2013, 2018, 2020）。本研究では, Pawlak（2018, 2020）によって開発されたGrammar Learning Strategy Inventory（GLSI）を用いて日本で英語を専攻する145名の大学生によるGLSの利用について探究する。加えて, 本研究では27名の学生から得られたTOEICの得点を基に, GLSとTOEICスコアとの間に相関があるのかを考察する。記述データ分析では, 修正フィードバックの処理に関わる認知方略が最も利用されていた一方で, 情意方略が最も利用されていなかったことが明らかになった。さらに相関分析では, メタ認知方略, 認知方略, 情意方略に含まれる5つの方略とTOEICの得点との間に弱から中程度の相関（p < .05）があることが分かった。本稿では, 最後に方略指導とGLSIを用いた更なる研究の必要性について述べる。

scholarly journals Error Correction Strategies for the Classroom Oral Proficiency Used By Jordanian Teachers at Secondary Level

2016 ◽  
Vol 6 (3) ◽  
Author(s):  
Abeer Al-Ghazo
Keyword(s):  
Error Correction ◽  
Corrective Feedback ◽  
Oral Proficiency ◽  
Secondary Level ◽  
Preference Elicitation ◽  
Efl Teachers ◽  
Oral Corrective Feedback ◽  
Correction Strategies

<p>The aim of the present study was to explore the Jordanian EFL teachers' error correction strategies for the classroom oral proficiency at secondary level. For the purpose of obtaining information needed to achieve the    objectives of the study, the researchers used the Teacher's Preference Elicitation Questionnaire.  This Questionnaire was adapted from Michael (2007) to elicit the types of oral corrective feedback that teachers prefer to use to correct their students' oral errors, grammatical and pronunciation errors.  The questionnaire was administered to40 teachers. The findings revealed that the teachers used all types of oral corrective feedback with a grand mean of (3.29) .Meta linguistic feedback , recast, elicitation, instructions and questioning (Peer-correction) were reported to be the most  used strategies of oral corrective feedback.</p>

scholarly journals Investigating the Influence of Setting on Language Learning: The Case of Bahdini Kurdish Learners of English

2017 ◽  
Vol 13 (8) ◽  
pp. 272
Author(s):  
Ivan Hasan Murad ◽  
Khalif Abdulrahman Al-Jumah ◽  
Hozan Gorgeen Othman
Keyword(s):  
Language Learning ◽  
Academic Language ◽  
Language Learner ◽  
Small Scale ◽  
Academic Setting ◽  
Colloquial Language ◽  
The One ◽  
The Uk ◽  
Observation Results ◽  
Learning English

It was argued that those learning the language while mingling with the community are better learners than those learning in the academic setting where they only opt to use the academic language. The current small scale study investigates the influence of the setting on two BahdiniKurdish learners of English living in the UK in two different contexts. One of the learners has been learning English in an academic setting, while the other has been learning English through daily interactions with the community in a non-academic setting. Data were collected through interviews and observation. Results revealed that both learn English effectively for the context where their language will be used. However, the academic language learner was capable of expressing himself more than the one learning the colloquial language. The academic leaner could use a variety of strategies to express different situations and had a clearer language than the one learning the colloquial language even though the academic language learner did not mingle with academicians like the colloquial leaner did with the community.

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.

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