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Understanding the Effects of Immediate Electronic Corrective Feedback on Second Language Development

by Jean M. Jimenez (Author)
©2020 Monographs 252 Pages
Series: Linguistic Insights, Volume 266

Summary

Corrective feedback in traditional and technology-enhanced environments continues to be a thought-provoking, controversial, and complex topic in the field of SLA even after decades of research. Through a discussion of theoretical, empirical, and pedagogical issues, this book contributes to the ongoing debate on the role of corrective feedback in second language development, with a particular focus on CALL environments. Specifically, after a comprehensive overview of the body of research, the author reports on the results of a study which examined the differential effects of preprogrammed computer delivered feedback. The findings and implications are thoroughly discussed with the aim of moving the discourse of corrective feedback in CALL settings forward.
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.

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 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 3.8 Group composition

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

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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)
Published
Bern, Berlin, Bruxelles, New York, Oxford, Warszawa, Wien, 2020. 252 pp., 23 fig. b/w, 39 tables.

Biographical notes

Jean M. Jimenez (Author)

Jean M. Jimenez is a researcher in English Language and Translation at the University of Calabria (Italy), where she teaches EAP and ESP to students of Business Administration, Education, and Political Science. She is part of the Advisory Board of the University Language Centre. She holds a PhD in Applied Linguistics from Lancaster University, UK. Her main research interests include SLA, Corrective Feedback in CALL, and Testing. She has presented papers at national and international conferences in Europe and North America.

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Title: Understanding the Effects of Immediate Electronic Corrective Feedback on Second Language Development