Evaluation of computer-mediated collaborative writing with synchronous corrective feedback in an English-as-a-Second-Language writing program at a U.S. university: Evidence from replication over three years

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.

Download Full-text

EFL Learners' Lexico-grammatical Competence in Paper-based Vs. Computer-based in Genre Writing

10.31235/osf.io/ucbvk ◽

2019 ◽

Author(s):

Sundus Ziad AlKadi ◽

Abeer Ahmed Madini

Keyword(s):

Second Language ◽

Mixed Methods Research ◽

Second Language Writing ◽

Collaborative Writing ◽

Structured Interviews ◽

Grammatical Competence ◽

Sentence Level ◽

Significant Difference ◽

Language Writing ◽

Computer Based

With new technology, writing became a skill that is being developed year after year. The present study questions whether there is a difference between paper-based and computer-based writing in terms of errors and lexico-grammar. It aims at exploring sentence-level errors and lexico-grammatical competence in two writing genres in a collaborative writing environment within paper-based and computer-based writing. A sample of 73 female intermediate level learners participated in the study at the University of Business and Technology (UBT), in Saudi Arabia. This mixed-methods research is significant in the literature of second language writing since it highlights genre awareness, lexico-grammatical competence, analyzing errors, and collaboration in two styles of writing. The reading-based writing tasks acted as a reflection of the learners' lexico-grammatical competence on paper and via Web 2.0 tool (Padlet). Statistically, the Mann-Whitney U-tests showed that there was no significant difference between paper-based and computer-based groups in the sentence-level errors in narrative genre, whereas there was a significant difference between the two different tools of writing groups in the sentence-level errors in opinion genre. However, there was no significant difference between paper-based and computer-based groups in the clauses (lexico-grammar) of the two groups. Immediate semi-structured interviews were conducted and analyzed through NVIVO to get more insights from the learners to explain the comparison between the paper-based and the computer-based writing. In light of the significant findings, implications are sought to create an equillibrium between paper-based and computer-based writing, along with enhancing collaboration in second language writing.

Download Full-text

Teacher Electronic Written Corrective Feedback, Trends and Future Directions

Arab World English Journal ◽

10.24093/awej/vol12no3.21 ◽

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.

Download Full-text

Language-focused peer corrective feedback in second language writing

Corrective Feedback in Second Language Teaching and Learning ◽

10.4324/9781315621432-8 ◽

2017 ◽

pp. 97-113 ◽

Cited By ~ 1

Author(s):

Magda Tigchelaar ◽

Charlene Polio

Keyword(s):

Second Language ◽

Second Language Writing ◽

Corrective Feedback ◽

Language Writing

Download Full-text

SECOND LANGUAGE WRITING RESEARCH AND WRITTEN CORRECTIVE FEEDBACK IN SLA

Studies in Second Language Acquisition ◽

10.1017/s0272263109990490 ◽

2010 ◽

Vol 32 (2) ◽

pp. 181-201 ◽

Cited By ~ 148

Author(s):

Dana R. Ferris

Keyword(s):

Second Language ◽

Second Language Writing ◽

Corrective Feedback ◽

L2 Writing ◽

Future Research ◽

Linguistic Features ◽

Student Writers ◽

Written Corrective Feedback ◽

Language Writing ◽

History Of

For more than a decade now, a great deal of research has been done on the topic of written corrective feedback (CF) in SLA and second language (L2) writing. Nonetheless, what those research efforts really have shown as well as the possible implications for practice remain in dispute. Although L2 writing and SLA researchers often examine similar phenomena in similar ways, they do not necessarily ask the same questions. SLA-focused researchers investigate whether written CF facilitates the acquisition of particular linguistic features. In contrast, L2 writing researchers generally emphasize the question of whether written CF helps student writers improve the overall effectiveness of their texts. Understanding these differences in starting points is important because it provides a possible explanation for the conflicting methodologies and conclusions of various reviews on this topic (e.g., Ferris, 2003, 2004; Truscott, 1996, 2007). This article briefly traces the history of these two parallel lines of research on written CF and notes both contrasts and convergences. It then moves to a focused discussion of the possible implications and applications of this body of work for the L2 language and writing classroom and for future research efforts.

Download Full-text