scholarly journals Written Languaging and Engagement with Written Corrective Feedback: The Results of Reflective Teaching

2021 ◽  
Vol 38 (1) ◽  
Author(s):  
Mohammad Falhasiri
Keyword(s):  
Second Language ◽  
Cognitive Processing ◽  
Cognitive Processes ◽  
Journal Writing ◽  
Corrective Feedback ◽  
Written Corrective Feedback ◽  
Rich Description ◽  
Instructional Technique ◽  
L2 Development ◽  
Langue Seconde

For corrective feedback (CF) to contribute to second language (L2) development, some cognitive processes need to be completed. Learners need to notice and comprehend the CF, reflect on and deeply process it, and finally integrate it into their interlanguage (Gass, 1997). Written languaging (WL), which requires learners to explicitly explain to themselves why they have received CF, has been proposed as a technique which can stimulate deep cognitive processing of the written CF. In an effort to improve learners’ writing accuracy, I adopted WL, whereby upon receiving online direct corrections, learners typed their selfexplanations regarding the underlying reasons for their writing mistakes. Then, I engaged in systematic reflection and journaling during a 10-week semester to critically analyze the affordances and limitations of WL. The conclusion, drawn from my perceptions of the usefulness of WL originating from my journal writing, is that WL has the potential to not only facilitate learning for students but also can provide teachers with a rich description of learners’ cognitive and affective engagement with CF. Some recommendations are made for better implementation of this instructional technique.   Pour que la rétroaction corrective (RC) contribue au développement de la langue seconde (L2), des processus cognitifs doivent se produire. Les apprenants doivent remarquer et comprendre la RC, y réfléchir, la traiter profondément et pour finir, l’intégrer dans leur interlangue (Gass, 1997). La mise en langue écrite (MLE), qui exige des apprenants qu’ils s’expliquent à eux-mêmes de façon explicite pourquoi ils ont reçu de la RC, a été proposée comme une technique qui peut stimuler le traitement cognitif profond de la RC écrite. Dans le but d’améliorer la précision de la rédaction des apprenants, j’ai adopté la MLE, où, lorsqu’ils recevaient les corrections directes en ligne, les apprenants tapaient leurs propres explications sur les raisons pour lesquelles ils avaient commis des erreurs écrites. Ensuite, je me suis employé à réfléchir systématiquement et à tenir un journal pendant les 10 semaines que durait le semestre, afin d’analyser de façon critique les opportunités et les limitations de la MLE. La conclusion, tirée de mes perceptions de l’utilité de la MLE puisées dans mon journal, est que la MLE a non seulement le potentiel de faciliter l’apprentissage des apprenants, mais peut aussi fournir aux enseignants une riche description de l’engagement cognitif et affectif des apprenants eu égard à la RC. Des recommandations sont faites pour une meilleure mise en œuvre de cette technique d’enseignement.

Are think-alouds reactive? Evidence from an L2 written corrective feedback study

2020 ◽  
pp. 136216882096716
Author(s):  
Bo-Ram Suh
Keyword(s):  
Second Language ◽  
Second Language Acquisition ◽  
Cognitive Processing ◽  
Corrective Feedback ◽  
L2 Writing ◽  
Think Aloud ◽  
Thinking Aloud ◽  
Written Corrective Feedback ◽  
Think Alouds ◽  
L2 Development

The use of concurrent data elicitation procedures (e.g. think-alouds, eye-tracking, response time) to investigate learners’ cognitive processing and processes is becoming more prominent in research designs as researchers seek to acquire a better understanding of how second language (L2) learners process L2 data (e.g. Martin et al., 2019; Rogers, 2019; Thinglum, 2019; for more recent studies employing concurrent procedures, see Leow, 2019). At the same time, an increasing number of studies have empirically investigated the reactivity of think-aloud protocols in second language acquisition (e.g. Medina, 2019; Morgan-Short et al., 2012). While the studies that have addressed the reactivity issue have yielded mixed findings, only a few studies (e.g. Adrada-Rafael & Filgueras-Gómez, 2019; Sachs & Polio, 2007) have addressed the written mode, particularly in the context of L2 writing that incorporates feedback. As part of a larger study of written corrective feedback, the present study investigates the possible reactive effects of think-alouds during exposure to written corrective feedback, which was provided on learners’ L2 writing, on their L2 development. Fifty-nine Korean university learners of English as a foreign language, randomly assigned to either a think-aloud or to a non-think-aloud (silent control) condition, participated in the study. L2 development was measured by a written story-retelling task and a multiple-choice receptive test. Results showed that thinking aloud while processing written corrective feedback during three feedback sessions did not affect learners’ development of receptive knowledge and their ability to produce the target structure in a new piece of writing when compared to a non-think-aloud condition.

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.

scholarly journals Age of acquisition and proficiency in a second language independently influence the perception of non-native speech

2011 ◽  
Vol 15 (1) ◽  
pp. 190-201 ◽  
Author(s):  
PILAR ARCHILA-SUERTE ◽  
JASON ZEVIN ◽  
FERENC BUNTA ◽  
ARTURO E. HERNANDEZ
Keyword(s):  
Second Language ◽  
Cognitive Processing ◽  
Cognitive Processes ◽  
Age Of Acquisition ◽  
L2 Acquisition ◽  
Sensorimotor Processing ◽  
Proficiency Level ◽  
Native Speech

Sensorimotor processing in children and higher-cognitive processing in adults could determine how non-native phonemes are acquired. This study investigates how age-of-acquisition (AOA) and proficiency-level (PL) predict native-like perception of statistically dissociated L2 categories, i.e., within-category and between-category. In a similarity task, participants rated the level of similarity between pairs of English syllables from 1 (similar) to 4 (dissimilar). Early L2 acquisition predicts accurate within-categorization and high proficiency in late L2 acquisition predicts improved between-categorization. Our results suggest that the manner in which bilinguals learn to categorize non-native sounds depends on the cognitive processes available at the age of L2 exposure.

The Effects of Written Corrective Feedback on Chinese EFL Learners’ Acquisition of English Collocations

2015 ◽  
Vol 38 (3) ◽  
Author(s):  
Ting Wang ◽  
Lin Jiang
Keyword(s):  
Second Language ◽  
Second Language Acquisition ◽  
Language Acquisition ◽  
Corrective Feedback ◽  
Choice Test ◽  
Future Research ◽  
Control Group ◽  
Written Corrective Feedback ◽  
Facilitative Role

AbstractThe role of written corrective feedback (CF) in the process of acquiring a second language (L2) has been an issue of considerable controversies over past decades. This study thus endeavors to extend current work on written CF by investigating and comparing the effect on collocation learning of one traditional type of feedback—direct corrective feedback (DCF)—with an innovative type of error correction, feedback provided within context—situated feedback (SF). The effects of the two types of written feedback were measured by examining the accurate use of target collocations in a translation test and a multiple choice test completed by 73 intermediate EFL students in China. Three groups were formed: a DCF group, an SF group, and a control group. The study found that both treatment groups outperformed the control group in the posttests and delayed posttests and that there were significant advantages of the SF group in comparison to the DCF group in both posttests. The results suggested that the provision of written CF was helpful for collocation learning and that situational context could promote the facilitative role of written CF in language acquisition. These findings are discussed from the perspectives of both second language acquisition (SLA) theory and language pedagogy and implications for future research efforts are put forward.

scholarly journals Innovating teacher feedback with writing activities aimed at raising secondary school students’ awareness of collocation errors

2021 ◽  
Vol 11 (3) ◽  
pp. 423-444
Author(s):  
Barry Lee Reynolds ◽  
Mark Feng Teng
Keyword(s):  
Second Language ◽  
Secondary School ◽  
Secondary School Students ◽  
Second Language Writing ◽  
Corrective Feedback ◽  
Word Choice ◽  
Writing Teachers ◽  
School Students ◽  
Written Corrective Feedback ◽  
Language Writing

The study examined the types of written corrective feedback given by second language writing teachers on Taiwanese secondary school students’ collocation errors. First, the written corrective feedback that teachers provided on learners’ word choice errors was examined to uncover the types of feedback provided. Then, analysis focused on verb–noun collocations to draw attention to how students had been receiving different types of written corrective feedback from teachers on a single collocation error type. Results showed that some sentences tagged as including word choice errors only contained rule-based errors. Furthermore, for verb-noun collocation errors, teachers chose to provide indirect and direct feedback almost equally at the expense of metalinguistic feedback. Based on the results, we suggested options for second language writing teachers when providing feedback on word choice errors.

scholarly journals Teacher Electronic Written Corrective Feedback, Trends and Future Directions

2021 ◽  
Vol 12 (3) ◽  
pp. 308-322
Author(s):  
Omar Abdullah Altamimi ◽  
Mona Masood
Keyword(s):  
Second Language ◽  
Second Language Writing ◽  
Corrective Feedback ◽  
Future Research ◽  
Esl Students ◽  
Esl Writing ◽  
Esl Teachers ◽  
Written Corrective Feedback ◽  
Language Writing

The past two decades witnessed increased attention in the role of Written Corrective Feedback (WCF) in improving the English as a second language(ESL) students’ written linguistic accuracy. Several methods were suggested, including the use of the electronic means of providing corrective feedback. The electronic methods proved to be effective despite the limited numbers and contexts. However, the extent of these studies is still unknown. Furthermore, no comprehensive review of the studies had been conducted to date. This systematic literature review will identify and classify the research on providing ESL teachers with Electronic Written Corrective Feedback (EWCF). A survey of several experimental and analytical studies that focused on testing the effect of different methods of EWCF on ESL students was conducted, covering the period between 2006 and 2020. Two major groups of studies emerged from this research, and several gaps were identified. The research concluded with several recommendations regarding the potential tracks for future research on EWCF. The current research will serve as a guideline for ESL writing practitioners and researchers on future teacher corrective feedback in second language writing.

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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