Tipo: artículo

Metodología: estudio empírico

Temas: feedback/retroalimentación

Resumen:

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Despite the proliferation of research on how second language (L2) learners engage with feedback on L2 writing in recent years, little is known about how young and low-proficiency L2 learners process teacher feedback. The present study investigated how Chinese lower-secondary school learners of English as a foreign language (EFL) cognitively and behaviourally engaged with teacher feedback in two conditions: individual written languaging and collaborative oral languaging. Eighty-one students (aged 13–14 years, A1–A2 English proficiency) from two classes and two English teachers at a public lower-secondary school in China participated in this study. Comprehensive teacher feedback (focusing on...

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Tipo: artículo

Metodología: estudio empírico

Temas: feedback/retroalimentación

Resumen:

Second language (L2) writing research has demonstrated that young learners discuss linguistic issues, make use of feedback, and show a generally positive disposition toward writing tasks. However, many issues deserve further investigation. Regarding task implementation, few studies have been conducted with young learners writing individually, and few have compared different feedback types. Also, the focus of analysis has mostly been placed on students’ discussions; little is known about aspects such as draft quality and task motivation. To address these gaps, draft quality and task motivation were measured in 75 learners (aged 10–12 years) engaged in a three-stage writing task. They were divided into a task repetition group (n = 21), a group that received feedback via direct corrections (n = 30), and a group that received feedback via...

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Tipo: artículo

Metodología: experiencia práctica

Temas: análisis de errores

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La Consellería de Cultura, Educación y Deporte ha puesto en marcha, hace tres años, en el CEED (Centre Específic d’Educació a Distància) de Valencia, un programa totalmente gratuito de enseñanza de español a extranjeros. El programa se titula «Castellano para inmigrantes», aunque cada vez más se emplea la denominación de «Castellano para extranjeros».

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Tipo: artículo

Metodología: estudio empírico

Temas: feedback/retroalimentación

Resumen:

Although research on written corrective feedback has proliferated over the past decades, scant attention has been paid to how dyadic interaction pattern influence English-as-a-foreign-language learners’ behavioral engagement with feedback. This study explored the extent to which patterns of interaction affect the degree of learner engagement with teacher corrective feedback, learners’ revision behavior, and revision outcome. Forty learners of English as a foreign language on an advanced writing course participated in the study. Learners were provided with comprehensive teacher feedback on six writing tasks and were required to collaboratively process feedback over a 4-month semester. The qualitative analysis of recorded learner talk revealed that although the learners were at the same proficiency level, they adopted a variety of...

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Tipo: artículo

Metodología: estudio empírico

Temas: feedback/retroalimentación

Resumen:

With the existing research gap regarding the validation of the effects of teacher feedback, the relatively limited exploration of the correlation between teacher feedback and speaking performance, and the inadequate examination of emotions, this study endeavored to investigate the efficacy of teacher feedback in digital storytelling among learners of English as a foreign language (EFL). Emphasis is placed on speaking performance, emotions, perceptions among high and low achievers, and teacher reflections. Employing a mixed-methods approach, the research design incorporated data from pre-/post-tests of digital storytelling, student responses to an emotion questionnaire, student perceptions of teacher feedback, and teacher reflections on feedback practices. The findings demonstrated that teacher feedback not only significantly impacted...

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Tipo: artículo

Metodología: estudio empírico

Temas: feedback/retroalimentación

Resumen:

An extensive number of corrective feedback (CF) studies have examined learners’ errors with grammar, vocabulary, pronunciation, and spelling (non-formulaic forms) and established an association between learners’ uptake of CF and their second language development. However, learners’ errors with formulaic sequences (FSs) comprising idioms, collocations, lexical bundles, and compounds (formulaic forms) have received scant attention in CF research. This study investigated any associations among formulaic vs. non-formulaic errors, CF types, uptake, and successful uptake rate by drawing on the audio-recordings of 36 hours of primarily meaning-oriented teacher–learner interactions in three advanced English as a foreign language classes. The findings demonstrated that learners made more errors with FSs, whereas CF was provided significantly...

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Tipo: artículo

Metodología: estudio empírico

Temas: feedback/retroalimentación

Resumen:

The present study examines how learners’ language mindsets (beliefs about the malleability of language intelligence) and achievement goals predict learners’ preferences for different types of corrective feedback (CF). Questionnaire data were collected from 537 learners of Spanish as a foreign language at two North-American universities. Factor analytic and multiple regression results showed two clear patterns. A growth language mindset (the belief that language learning ability is malleable) predicted preferences for all types of CF whereas a fixed language mindset predicted a preference for conversational recast and absence of CF. A development-approach goal (concerned with improving one’s language competence) positively predicted learners’ preference for the explicit types of CF whereas a development-avoidance goal (concerned with...

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Tipo: artículo

Metodología: estudio empírico

Temas: feedback/retroalimentación

Resumen:

Although the learning benefits of peer feedback in English-as-a-foreign-language writing instruction have been well recognized, the process and effects of peer feedback are largely reliant on teacher agency in conducting such activities. However, inadequate research has been conducted on this issue, leaving the dynamic features and causes of teacher agency in peer feedback largely unknown. Drawing on an ecological perspective, this comparative case study examined how two English-as-a-foreign-language teachers from two universities enacted agency in organizing peer feedback activities in their writing instructions. Multiple data including classroom observation, interviews and relevant teaching documents were collected and coded for themes. The study revealed that both teachers exerted dynamic agency in creating peer feedback...

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Tipo: artículo

Metodología: estudio empírico

Temas: feedback/retroalimentación

Resumen:

Despite the wealth of studies on corrective feedback (CF) and its relationship with individual learner factors, little is known about how foreign language (FL) anxiety moderates the effectiveness of recasts during mobile-mediated audio interactions. The present study thus examined the association between learners’ FL anxiety, the effectiveness of recasts, and learners’ responses to recasts during synchronous mobile-mediated interactions via audio call. Two intact classes of EFL (English as a Foreign Language) learners were assigned into a control group and an experimental condition. After taking pre-tests, the participants of the experimental condition participated in four sessions of mobile-mediated oral interaction with an interlocutor via WhatsApp and received recasts for their definite and indefinite article errors. The...

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Tipo: artículo

Metodología: estudio empírico

Temas: feedback/retroalimentación

Resumen:

In the current study, we aimed to investigate an Iranian English as a foreign language (EFL) teacher’s cognitions about second language (L2) writing and feedback. Using longitudinal data from a writing instructor (i.e. Moe) over the course of eight years, we examined data from three rounds of interviews (i.e. in 2013, 2016, and 2021), stimulated recalls (i.e. in 2016 and 2021), and textual analysis of students’ essays with Moe’s feedback on them. We also employed a sociocultural-theory-driven approach to analysing these data in order to gain an understanding of the genesis, development, and mediation in his cognitions. Our analysis showed that Moe’s cognitions about L2 writing and feedback developed in a nonlinear fashion. For instance, his feedback provision developed from comprehensive grammar correction into selective grammar...

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