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E-raamat: Understanding the Effects of Immediate Electronic Corrective Feedback on Second Language Development

  • Formaat: 250 pages
  • Sari: Linguistic Insights 266
  • Ilmumisaeg: 10-Mar-2020
  • Kirjastus: Peter Lang AG, Internationaler Verlag der Wissenschaften
  • Keel: eng
  • ISBN-13: 9783034339704
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Understanding the Effects of Immediate Electronic Corrective Feedback on Second Language DevelopmentSuurem pilt
  • Formaat: 250 pages
  • Sari: Linguistic Insights 266
  • Ilmumisaeg: 10-Mar-2020
  • Kirjastus: Peter Lang AG, Internationaler Verlag der Wissenschaften
  • Keel: eng
  • ISBN-13: 9783034339704
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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.0This 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.

Corrective feedback in traditional and technology-enhanced environments continues to be a controversial topic in the field of SLA. Through a discussion of theoretical, empirical, and pedagogical issues, this book contributes to the debate on the role of corrective feedback in second language development, with a focus on CALL environments.



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.

1 Introduction
17(10)
1.1 Focus of the Book
18(5)
1.2 Defining Corrective feedback
23(2)
1.3 Outline of the Book
25(2)
2 Review of the Literature
27(50)
2.1 Theoretical Framework
27(7)
2.1.1 Input, Output, Interaction, and Noticing
27(4)
2.1.2 Skill Acquisition Theory
31(2)
2.1.3 Summary
33(1)
2.2 The Role of Corrective Feedback in SLA: Empirical Studies
34(34)
2.2.1 An Overview of Research on Corrective Feedback
34(5)
2.2.2 Studies Investigating the Role of Corrective Feedback in CALL
39(1)
2.2.2.1 Advantages for explicit feedback
40(8)
2.2.2.2 Advantages for implicit feedback
48(1)
2.2.2.3 Explicit and implicit feedback equally effective
49(4)
2.2.2.4 Summary
53(11)
2.2.3 Corrective Feedback and the Development of the Simple Past Tense
64(4)
2.3 Learners' Attitudes Concerning Corrective Feedback
68(7)
2.4 Rationale and Objectives of the Study
75(2)
3 Research Design and Methodology
77(40)
3.1 Overview of the Research Design
77(3)
3.2 Participants
80(3)
3.3 Target Form
83(2)
3.4 Treatment Sessions
85(14)
3.4.1 Activity Types
87(1)
3.4.2 Corrective Feedback Types
88(2)
3.4.2.1 Explicit feedback conditions
90(2)
3.4.2.2 Implicit feedback conditions
92(3)
3.4.2.3 No feedback conditions
95(1)
3.4.2.4 Overview of feedback
96(1)
3.4.3 Considerations
96(3)
3.5 Testing Instruments
99(6)
3.5.1 Guided Writing Task
101(1)
3.5.2 Unbanked Gap Filling Task
102(1)
3.5.3 Grammaticality Judgment Task (GJT)
103(2)
3.5.4 Overview of Testing Instruments
105(1)
3.6 Questionnaires
105(2)
3.7 Data Collection Procedures
107(2)
3.8 Data Analysis Procedures
109(8)
3.8.1 Coding and Scoring of Tests
109(2)
3.8.1.1 Guided writing task
111(1)
3.8.1.2 Unbanked gap filling task
111(1)
3.8.1.3 Grammaticality Judgment Task (GJT)
112(2)
3.8.2 Processing Questionnaire Data
114(3)
4 Analysis and Results (1)
117(30)
4.1 Analysis
118(6)
4.1.1 Overview
118(1)
4.1.2 Preliminary Analysis
118(1)
4.1.2.1 Reliability analysis and descriptive statistics
118(4)
4.1.2.2 Assumptions underlying the use of ANCOVA
122(2)
4.2 Results
124(23)
4.2.1 Results for Research Questions 1 and 2
130(7)
4.2.2 Results for Research Question 3
137(2)
4.2.3 Results for Research Question 4
139(3)
4.2.4 Summary of results
142(5)
5 Analysis and Results (2)
147(14)
5.1 Overview
148(1)
5.2 Results for Research Question 5
149(12)
5.2.1 Treatment Groups
149(8)
5.2.2 Comparison Groups
157(1)
5.2.3 Summary of Results
158(3)
6 Discussion and Conclusions
161(22)
6.1 Discussion and Summary of Findings
161(15)
6.1.1 Research Question 1
161(1)
6.1.2 Research Question 2
162(3)
6.1.3 Research Question 3
165(1)
6.1.4 Research Question 4
166(2)
6.1.5 Research Question 5
168(5)
6.1.6 Summary
173(3)
6.2 Implications
176(4)
6.2.1 Theoretical Implications
176(3)
6.2.2 Pedagogical Implications
179(1)
6.3 Conclusions
180(3)
Appendices 183(20)
References 203(22)
Index 225
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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