scholarly journals The Effects of Digitally Mediated Multimodal Indirect Feedback on Narrations in L2 Spanish Writing: Eye Tracking as a Measure of Noticing

Languages ◽  
2021 ◽  
Vol 6 (4) ◽  
pp. 159
Author(s):  
Laura E. Valentin-Rivera ◽  
Li Yang
Keyword(s):  
Eye Tracking ◽  
Corrective Feedback ◽  
Target Language ◽  
Eye Tracker ◽  
Revision Process ◽  
Video Tutorial ◽  
Written Corrective Feedback ◽  
L2 Development ◽  
Indirect Feedback ◽  
The Impact

Written corrective feedback (CF) could pave the way for L2 development, especially when embedded in multimodality. Building on prior research, this descriptive study drew a relationship between specific types of errors that were most successfully revised and noticing measured by eye-tracking techniques. Additionally, this study furthers our understanding of the impact of indirect CF (i.e., codes accompanied by metalinguistic hints) delivered by two multimodal components: (a) a video tutorial on how to approach teachers’ comments and (b) a soundless video displaying individualized teacher feedback. To this end, three L2 learners of Spanish completed a narration in the target language, watched a tutorial on attending to CF, received indirect feedback via the personalized soundless video (i.e., option “b” above), and corrected their errors. An eye tracker recorded all ocular activity while the participants watched both recordings. The results suggested that receiving training on approaching teachers’ comments may enhance the overall success rate of revisions, especially in verb and vocabulary-related errors. Last, a detailed unfolding of the revision process unveiled by eye-tracking data accounted for (1) an explanation of why two specific types of errors were more successfully revised and (2) some pedagogical recommendations.

scholarly journals The impact of translation modality on user experience: an eye-tracking study of the Microsoft Word user interface

2021 ◽  
Author(s):  
Ana Guerberof Arenas ◽  
Joss Moorkens ◽  
Sharon O’Brien
Keyword(s):  
User Interface ◽  
Eye Tracking ◽  
Cognitive Load ◽  
Task Completion ◽  
Eye Tracker ◽  
Software Products ◽  
Microsoft Word ◽  
Set Up ◽  
The Impact ◽  
The Given

AbstractThis paper presents results of the effect of different translation modalities on users when working with the Microsoft Word user interface. An experimental study was set up with 84 Japanese, German, Spanish, and English native speakers working with Microsoft Word in three modalities: the published translated version, a machine translated (MT) version (with unedited MT strings incorporated into the MS Word interface) and the published English version. An eye-tracker measured the cognitive load and usability according to the ISO/TR 16982 guidelines: i.e., effectiveness, efficiency, and satisfaction followed by retrospective think-aloud protocol. The results show that the users’ effectiveness (number of tasks completed) does not significantly differ due to the translation modality. However, their efficiency (time for task completion) and self-reported satisfaction are significantly higher when working with the released product as opposed to the unedited MT version, especially when participants are less experienced. The eye-tracking results show that users experience a higher cognitive load when working with MT and with the human-translated versions as opposed to the English original. The results suggest that language and translation modality play a significant role in the usability of software products whether users complete the given tasks or not and even if they are unaware that MT was used to translate the interface.

scholarly journals The Effect of Indirect Written Corrective Feedback to Arabic Language Intermediate Students’ in Kuwait

2016 ◽  
Vol 12 (28) ◽  
pp. 361 ◽  
Author(s):  
Hamed A. Alhumidi ◽  
Sani Yantandu Uba
Keyword(s):  
Teaching And Learning ◽  
Large Scale ◽  
Corrective Feedback ◽  
Arabic Language ◽  
Spelling Errors ◽  
Intermediate Students ◽  
Written Corrective Feedback ◽  
Learning Tasks ◽  
Indirect Feedback ◽  
Direct Feedback

This study investigates the effect of indirect written corrective feedback to Arabic intermediate students in Kuwait. There are 20 participants altogether in this study, ten male and ten female. They each wrote two assignments on the same topic. No feedback was received on the first assignment, and the second was conducted after indirect feedback was offered to them on the first task. The results show that indirect feedback is effective in improving their writing and language skills. The results also indicated a higher number of spelling errors than any other errors. The findings of this study suggest some teaching implications which include raising students’ awareness of the need to avoid many writing errors. Teachers should not correct all students’ errors, but should only correct those errors which are deemed necessary to correct. Teachers should also focus their attention on teaching and learning tasks, which concentrate on indirect written feedback rather than direct feedback. Again, as the leaners seem to have more problems with spelling errors rather than any other errors, teachers should devise strategies which concentrate on improving such errors, and writing correct words. This study advocates a large scale of studies which cover the wider context of Kuwaiti intermediate students.

The impact of one’s response to the teacher’s feedback on the same person’s and the partner’s learning in paired writing

2021 ◽  
Author(s):  
Taichi Yamashita
Keyword(s):  
Collaborative Writing ◽  
Corrective Feedback ◽  
Posttest Score ◽  
Esl Students ◽  
American University ◽  
Google Docs ◽  
Written Corrective Feedback ◽  
Description Task ◽  
The Impact ◽  
The Relationship

Abstract The present study investigated the relationship between one dyad member’s revision in response to written corrective feedback (CF) and the same person’s learning and the other dyad member’s learning during collaborative writing. Twenty-eight English-as-a-Second-Language (ESL) students at an American university were paired up and collaborated on two animation description tasks in Google Docs while receiving the researcher’s written CF on their errors on the indefinite and definite articles. Learners worked individually on an animation description task one week prior to the written CF treatment (pretest), immediately after the treatment (posttest), and two weeks after (delayed posttest). When pretest score and CF frequency were controlled for, the number of one’s revisions was not related to the same person’s or the partner’s posttest score. However, the number of one’s revisions was significantly positively related to the same learner’s delayed posttest score, but not to the partner’s delayed posttest score.

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.

The effectiveness of written corrective feedback and the impact Lao learners’ beliefs have on uptake

2015 ◽  
Vol 38 (1) ◽  
pp. 66-84 ◽  
Author(s):  
Stephanie Rummel ◽  
John Bitchener
Keyword(s):  
Corrective Feedback ◽  
Past Tense ◽  
Control Group ◽  
Efl Learners ◽  
Written Corrective Feedback ◽  
Post Test ◽  
Feedback Preferences ◽  
The Impact

This article presents the results of a study examining the effectiveness of written corrective feedback (CF) on the simple past tense and the impact beliefs may have on students’ uptake of the feedback they receive. A seven-week study was carried out with 42 advanced EFL learners in Vientiane, Laos. Students’ beliefs about written CF were first collected, after which they were assigned to either the control group or to groups that received written CF according to their feedback preferences. Students produced four pieces of writing (pre-test, post-test and two delayed post-tests) that responded to four different narrative prompts. The targeted grammatical feature was the simple past tense. The study found that the three feedback groups showed significant improvement in the use of the targeted feature while the control group did not. Furthermore, the results seemed to indicate that beliefs might have impacted on the extent to which the Lao students improved their linguistic accuracy because the students who received their preferred type of feedback were more successful at eliminating the targeted errors than the ones who did not.

scholarly journals Computer-generated facial areas of interest in eye tracking research: A simulation study

2021 ◽  
Author(s):  
Antonia Vehlen ◽  
William Standard ◽  
Gregor Domes
Keyword(s):  
Eye Tracking ◽  
Voronoi Tessellation ◽  
Data Accuracy ◽  
Type I ◽  
Type Ii ◽  
Eye Tracker ◽  
Type I Errors ◽  
Areas Of Interest ◽  
Type Ii Errors ◽  
The Impact

Advances in eye tracking technology have enabled the development of interactive experimental setups to study social attention. Since these setups differ substantially from the eye tracker manufacturer’s test conditions, validation is essential with regard to data quality and other factors potentially threatening data validity. In this study, we evaluated the impact of data accuracy and areas of interest (AOIs) size on the classification of simulated gaze data. We defined AOIs of different sizes using the Limited-Radius Voronoi-Tessellation (LRVT) method, and simulated gaze data for facial target points with varying data accuracy. As hypothesized, we found that data accuracy and AOI size had strong effects on gaze classification. In addition, these effects were not independent and differed for falsely classified gaze inside AOIs (Type I errors) and falsely classified gaze outside the predefined AOIs (Type II errors). The results indicate that smaller AOIs generally minimize false classifications as long as data accuracy is good enough. For studies with lower data accuracy, Type II errors can still be compensated to some extent by using larger AOIs, but at the cost of an increased probability of Type I errors. Proper estimation of data accuracy is therefore essential for making informed decisions regarding the size of AOIs.

scholarly journals EFL Students' Preferences for Written Corrective Feedback: Do Error Types, Language Proficiency, and Foreign Language Enjoyment Matter?

2021 ◽  
Vol 12 ◽  
Author(s):  
Tiefu Zhang ◽  
Xuemei Chen ◽  
Jiehui Hu ◽  
Pattarapon Ketwan
Keyword(s):  
Foreign Language ◽  
Language Proficiency ◽  
Corrective Feedback ◽  
Target Language ◽  
Linguistic Features ◽  
Context Analysis ◽  
Written Corrective Feedback ◽  
Proficiency Level ◽  
Qualitative Approaches ◽  
Error Types

Using both quantitative and qualitative approaches, this study investigated the preference of learners of English as a foreign language (EFL) for four types of written corrective feedback (WCF), which are often discussed in the literature, on grammatical, lexical, orthographic, and pragmatic errors. In particular, it concerned whether such preference is influenced by two learner variables, namely, foreign language enjoyment (FLE) and proficiency level. The preference for selective vs. comprehensive WCF was also examined. The participants in the study were 117 University students in a Thai EFL context. Analysis of questionnaire data revealed a tendency for learners to prefer more explicit types of WCF (i.e., metalinguistic explanation and overt correction) for most error types, irrespective of their proficiency and FLE level. High proficiency level learners rated less explicit WCF types (i.e., underlining and error code) as useful to some degree, whereas their low proficiency level counterparts did not. Similar results were found for the two FLE groups. Besides, the FLE level seemed to play a role in perceiving the value of WCF in terms of scope. The results of follow-up interviews showed that the linguistic features of learners' first language, existing knowledge of the target language, affective feelings, and teacher's role were the main factors contributing to variation in learners' preferences. Possible pedagogical implications are discussed.

scholarly journals Student Writers’ Affective Engagement with Grammar-Centred Written Corrective Feedback: The Impact of (Mis)Aligned Practices and Perceptions

2019 ◽  
Vol 22 (2) ◽  
pp. 109-132
Author(s):  
Hooman Saeli ◽  
An Cheng
Keyword(s):  
Corrective Feedback ◽  
Affective Engagement ◽  
Context Analysis ◽  
Student Writers ◽  
Written Corrective Feedback ◽  
Grammatical Accuracy ◽  
Efl Students ◽  
High Regard ◽  
Student Identities ◽  
The Impact

This project firstly explored Iranian English as a foreign language (EFL) students’ perceptions about written corrective feedback (WCF)-related practices and preferences. Secondly, the student participants’ first language (L1; e.g., Farsi) learner identities were operationalized, especially focusing on the skill of writing, WCF, and grammar-centred WCF. Thirdly, the students’ affective engagement with WCF was scrutinized, particularly in light of L1 student identities. The participants in the study were 15 students in an Iranian EFL context. Analysis of interview data revealed that the skill of writing was held in low regard by the students. Also, several discrepancies emerged vis-à-vis WCF methods (e.g., direct vs. coded), error correctors (e.g., teacher feedback vs. peer feedback), the amount of correction (e.g., selective vs. comprehensive correction), and the relative importance of different components of writing (e.g., grammar vs. content vs. organization). In particular, the findings showed that the students’ L1 identities involved low regard for writing, but high regard for speaking skills, and that they attached high value to grammatical accuracy and teacher explicit feedback. Finally, the findings indicated that: (a) the students’ second language (L2) identities (e.g., WCF-related preferences) were profoundly affected by their L1 student identities, and (b) the discrepancies between the students’ L2 writing preferences (e.g., preferred amount of WCF) and the teachers’ reported practices could potentially hinder students’ affective engagement with WCF.

scholarly journals The Impact of Teacher’s Indirect Written Corrective Feedback on Eleventh Graders’ Explanation Writing Ability

2020 ◽  
Vol 7 (2) ◽  
pp. 201-215
Author(s):  
Septia Tri Gunawan ◽  
Ratna Sari Dewi ◽  
Zaharil An'asy
Keyword(s):  
Corrective Feedback ◽  
Research Subjects ◽  
Writing Ability ◽  
Purposive Sampling ◽  
Writing Test ◽  
Written Corrective Feedback ◽  
Eleventh Graders ◽  
Post Test ◽  
Quasi Experimental ◽  
The Impact

ABSTRACTThis study is intended to acquire empirical evidence regarding the impact of the teacher's Indirect Written Corrective Feedback on students' writing ability of explanation texts. Fifty six students enrolling at a high school in Jakarta were selected as the sample. They were separately distributed in the experimental class and the control class that respectively contained 28 students. Purposive sampling was utilized to recognize who the research subjects were and what level of their competence was for inclusion in this study. A quasi-experimental design, which is a subpart of a quantitative method, was employed. The data were assembled by running a writing test in the pre-test and post-test sections, whose results were followed by normality and homogeneity tests. The findings showed that the experimental class’ post-test outcome was 64.71, while the control class’ post-test was 58.25. Since the t-value surpasses the t-table (2.502>1.675), it indicates that the teacher's Indirect Written Corrective Feedback has a significant effect on improving students' writing explanation texts.ABSTRAKStudi ini bertujuan untuk memperoleh bukti riil terkait pengaruh dari umpan balik tertulis tidak langsung oleh guru terhadap kemampuan siswa dalam menulis teks eksplanasi. 56 siswa yang bersekolah di sebuah sekolah menengah atas terpilih sebagai sampel. Siswa tersebut terbagi dalam kelas eksperimen dan kelas kontrol, yang masing-masing kelas berisikan 28 orang. Oleh karenanya, purposive sampling diterapkan karena peneliti sudah mengetahui siapa saja subjek penelitian dan kompetensi apa saja yang dimiliki. Desain kuasi-eksperimen yang merupakan sub-bagian dari metode kuantitatif digunakan oleh peneliti. Data diperoleh dengan mengadakan ujian tes tulis yang terdapat pada pra-tes dan pasca-tes yang diikuti dengna uji normalitas dan uji homogenitas. Hasil temuan menunjukkan bahwa rata-rata hasil pasca-tes yang diraih oleh siswa di kelas eksperimen sebesar 64.71, sedangkan 58.25 adalah hasil dari siswa kelas kontrol. Karena nilai t hitung melampaui nilai t tabel (2.502>1.675), maka hal tersebut menandakan umpan balik tertulis tidak langsung oleh guru memiliki dampak yang signifikan dalam meningkatkan kemampuan menulis siswa menulis teks eksplanasi.

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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