This study examined the effectiveness of written corrective and the role of individual differences (ID) in the uptake of the feedback. Data was taken from a nine-week, English as a foreign language (EFL) writing course from 101 intermediate (n=101) students at a private university in Kobe, Japan. Using an explanatory sequential mixed methods design, quantitative data was first collected concerning writing errors, followed by qualitative semi-structured interviews. Three classes were placed into either two treatment groups (direct and indirect) or a control group, and completed four writing tasks (pre-test, post-test and two delayed post-tests). The study found the two treatment groups showed significant improvements on local and global errors, whereas the control group did not. Additionally, the qualitative component elicited the influence of affective factors. The study adds to the body of literature addressing the impact of written corrective feedback, specifically on students’ self-editing strategies.
The present study compared the efficacy of computer-mediated peer corrective feedback (cf) among two groups of high-proficiency (n=11) and low-proficiency (n=19) postsecondary Japanese efl students. They completed a 10-week process writing composition, during which the students were given explicit instruction in metalinguistic peer cf. They then received cf from their peers and instructors. The researchers conducted a quantitative analysis of compositions, and the students' perceptions of the process were elicited using qualitative surveys. The results corroborate previous studies which found low-proficiency learners lack the aptitude to engage in meaningful peer cf. However, the qualitative portion of the study found that both proficiency groups had largely positive views of the peer cf process and revealed some interesting distinctions between the groups.
This chapter explores the experiences of six educators and course coordinators working within an English for academic purposes (EAP) program at a private university in Western Japan. The authors leverage an action-research approach to examine their own narratives surrounding the challenges of adjusting to emergency remote teaching (ERT) during the COVID-19 pandemic. The authors wrote narratives regarding the daunting task of using digital tools to convert face-to-face content into ERT. The authors coded each other's narratives and then used the auto-hermeneutic approach to analyze the data to find recommendations for improving pedagogy and practice. The chapter offers insight into best practice for those embedded in EAP or other similarly interconnected, multi-faceted content higher education programs. The results suggest educators need to help cultivate greater institutional, faculty, and student competency with educational technologies and to explore evidence-based pedagogy related to online learning to prepare for future instances of ERT.
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