Understanding the Effects of Immediate Electronic Corrective Feedback on Second Language Development
Summary
This book is of interest to researchers, teachers, teacher educators, and material developers in the field of SLA. Moreover, by providing an example of a research project, graduate students will also find the book particularly useful.
Excerpt
Table Of Contents
- Cover
- Title
- Copyright
- About the author
- About the book
- This eBook can be cited
- Acknowledgements
- Contents
- List of Figures
- List of Tables
- 1. Introduction
- 1.1 Focus of the Book
- 1.2 Defining Corrective feedback
- 1.3 Outline of the Book
- 2. Review of the Literature
- 2.1 Theoretical Framework
- 2.1.1 Input, Output, Interaction, and Noticing
- 2.1.2 Skill Acquisition Theory
- 2.1.3 Summary
- 2.2 The Role of Corrective Feedback in SLA: Empirical Studies
- 2.2.1 An Overview of Research on Corrective Feedback
- 2.2.2 Studies Investigating the Role of Corrective Feedback in CALL
- 2.2.2.1 Advantages for explicit feedback
- 2.2.2.2 Advantages for implicit feedback
- 2.2.2.3 Explicit and implicit feedback equally effective
- 2.2.2.4 Summary
- 2.2.3 Corrective Feedback and the Development of the Simple Past Tense
- 2.3 Learners’ Attitudes Concerning Corrective Feedback
- 2.4 Rationale and Objectives of the Study
- 3. Research Design and Methodology
- 3.1 Overview of the Research Design
- 3.2 Participants
- 3.3 Target Form
- 3.4 Treatment Sessions
- 3.4.1 Activity Types
- 3.4.2 Corrective Feedback Types
- 3.4.2.1 Explicit feedback conditions
- 3.4.2.2 Implicit feedback conditions
- 3.4.2.3 No feedback conditions
- 3.4.2.4 Overview of feedback
- 3.4.3 Considerations
- 3.5 Testing Instruments
- 3.5.1 Guided Writing Task
- 3.5.2 Unbanked Gap Filling Task
- 3.5.3 Grammaticality Judgment Task (GJT)
- 3.5.4 Overview of Testing Instruments
- 3.6 Questionnaires
- 3.7 Data Collection Procedures
- 3.8 Data Analysis Procedures
- 3.8.1 Coding and Scoring of Tests
- 3.8.1.1 Guided writing task
- 3.8.1.2 Unbanked gap filling task
- 3.8.1.3 Grammaticality Judgment Task (GJT)
- 3.8.2 Processing Questionnaire Data
- 4. Analysis and Results (1)
- 4.1 Analysis
- 4.1.1 Overview
- 4.1.2 Preliminary Analysis
- 4.1.2.1 Reliability analysis and descriptive statistics
- 4.1.2.2 Assumptions underlying the use of ANCOVA
- 4.2 Results
- 4.2.1 Results for Research Questions 1 and 2
- 4.2.2 Results for Research Question 3
- 4.2.3 Results for Research Question 4
- 4.2.4 Summary of results
- 5. Analysis and Results (2)
- 5.1 Overview
- 5.2 Results for Research Question 5
- 5.2.1 Treatment Groups
- 5.2.2 Comparison Groups
- 5.2.3 Summary of Results
- 6. Discussion and Conclusions
- 6.1 Discussion and Summary of Findings
- 6.1.1 Research Question 1
- 6.1.2 Research Question 2
- 6.1.3 Research Question 3
- 6.1.4 Research Question 4
- 6.1.5 Research Question 5
- 6.1.6 Summary
- 6.2 Implications
- 6.2.1 Theoretical Implications
- 6.2.2 Pedagogical Implications
- 6.3 Conclusions
- Appendices
- References
- Index
List of Figures
Figure 3.1 General overview of experimental design and schedule
Figure 3.2 Screenshots of videos used in the activities
Figure 3.3 Multiple choice activity example
Figure 3.4 Fill-in-the-blanks activity example
Figure 3.5 Screenshots of explicit feedback in multiple choice activities
Figure 3.6 Screenshots of explicit feedback in fill-in-the-blank activities
Figure 3.7 Screenshots of implicit feedback in multiple choice activities
Figure 3.8 Screenshots of implicit feedback in fill-in-the-blank activities
Figure 3.9 Screenshots of no feedback condition in multiple choice activities
Figure 3.10 Screenshots of no feedback condition in fill-in-the-blank activities
Figure 3.11 Overview of feedback in the multiple choice activities
Figure 3.12 Overview of feedback in the fill-in-the-blank activities
Figure 3.13 Guided writing task instructions
Figure 3.14 Unbanked gap filling task instructions
Figure 3.15 Screenshot of GJT instructions
Figure 3.16 Data collection procedure
Figure 4.1 Bar graphs and boxplots of pretest scores
Figure 4.2 Posttest adjusted mean scores across feedback groups
Figure 4.3 Delayed posttest adjusted mean scores across feedback groups
Figure 4.4 Posttest adjusted mean scores across activity type
←13 | 14→Figure 4.5 Delayed posttest adjusted mean scores across activity type
Figure 4.6 Estimated marginal means of posttest across the six groups
Figure 4.7 Estimated marginal means of delayed posttest across the six groups
List of Tables
Table 2.1 Studies which found advantages for explicit feedback
Table 2.2 Study which found advantages for implicit feedback
Table 2.3 Studies which found no advantages of explicit feedback over implicit feedback
Table 3.1 Experimental conditions
Table 3.2 Participants’ biodata
Table 3.3 Overview of explicit feedback messages in the multiple choice activities
Table 3.4 Overview of explicit feedback messages in the fill-in-the-blank activities
Table 3.5 Overview of implicit feedback messages in the multiple choice activities
Table 3.6 Overview of implicit feedback messages in the fill-in-the-blank activities
Table 3.7 Overview of testing instruments
Table 3.9 Scoring of GJT grammatical sentences
Table 3.10 Scoring of GJT ungrammatical sentences
Table 4.1 Analysis of variance on age and EFL instruction
Table 4.2 Analysis of variance on pretests
Table 4.3 Pretest scores across groups for all three assessment tasks
Table 4.4 Descriptive statistics for the picture prompt task
Table 4.5 Descriptive statistics for the email task
Table 4.6 Descriptive statistics for the GJT
Table 4.7 Adjusted means picture prompt: posttest and delayed posttest
Table 4.8 Adjusted means email: posttest and delayed posttest
←15 | 16→Table 4.9 Adjusted means GJT: posttest and delayed posttest
Table 4.10 Posttest scores picture prompt: Post hoc tests Bonferroni
Table 4.11 Posttest scores email: Post hoc tests Bonferroni
Table 4.12 Posttest scores GJT: Post hoc tests Bonferroni
Table 4.13 Delayed posttest scores picture prompt: Post hoc tests Bonferroni
Table 4.14 Delayed posttest scores email: Post hoc tests Bonferroni
Table 4.15 Delayed posttest scores GJT: Post hoc tests Bonferroni
Table 4.16 Adjusted means posttest across the 6 groups
Table 4.17 Adjusted means delayed posttest across the 6 groups
Details
- Pages
- 252
- Year
- 2020
- ISBN (PDF)
- 9783034339704
- ISBN (ePUB)
- 9783034339711
- ISBN (MOBI)
- 9783034339728
- ISBN (Hardcover)
- 9783034338158
- DOI
- 10.3726/b16479
- Language
- English
- Publication date
- 2020 (March)
- Keywords
- Preprogrammed computer delivered feedback Preprogrammed corrective feedback corrective feedback CALL learner beliefs learner preferences
- Published
- Bern, Berlin, Bruxelles, New York, Oxford, Warszawa, Wien, 2020. 252 pp., 23 fig. b/w, 39 tables.
