Chapter 6. Grammar and Feedback: Turning to Language Form in Telecollaboration

Ware, Paige; Cañado, Marı́a Luisa Pérez

doi:10.21832/9781847690104-008

Cited by 77 publications

(116 citation statements)

References 0 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…In addition, they found that the use of reformulations is considered effective for the provision of native-like feedback and should be incorporated into the process of giving peer feedback. Unlike the findings reported in Lee's (2009b) study, Ware and O'Dowd (2008) found that L2 learners were hesitant to correct their partner's linguistic errors. It is likely that students considered linguistic feedback as a teacher's responsibility.…”

Section: Corrective Feedback and Focus-on-form In Online Learningcontrasting

confidence: 92%

“…In the same vein of CMC research, linguistic feedback has been documented through asynchronous telecollaborative exchanges (e.g., Belz, 2002;Lee, 2009c;Ware & O'Dowd, 2008). The ability to give meaningful feedback and sufficient time for reflection on language plays a crucial role in online exchange.…”

Section: Corrective Feedback and Focus-on-form In Online Learningmentioning

confidence: 99%

“…The ability to give meaningful feedback and sufficient time for reflection on language plays a crucial role in online exchange. Ware and O'Dowd (2008), for example, reported that students who were trained to become teachers of English as a Second Language (ESL) teachers were well equipped with metalinguistic knowledge to fully explain certain grammar rules. In addition, they found that the use of reformulations is considered effective for the provision of native-like feedback and should be incorporated into the process of giving peer feedback.…”

Section: Corrective Feedback and Focus-on-form In Online Learningmentioning

confidence: 99%

See 2 more Smart Citations

Focus-on-form through peer feedback in a Spanish–American telecollaborative exchange

Lee

2011

Language Awareness

View full text Add to dashboard Cite

Using a reactive approach to focus-on-form, this study explored the types of feedback and strategies that L2 learners used to draw attention to linguistic problems in a Spanish-American telecollaborative exchange. Data from the readily available transcripts of online postings were utilised and analysed to report the findings. The results showed that the American students produced a much higher rate of lexical and morphosyntactic feedback than did the students from Spain, while the latter used a much greater percentage of affective feedback than their US partners. The Spanish students tended to use reformulations as a quick way to provide target-like forms, whereas the US students offered metalinguistic explanations to help their partners understand sophisticated lexical items and grammatical structures. Despite the fact that both groups received valuable linguistic feedback from their native speaker partners, most of the students did not make error corrections. The study concludes that error correction in a message board might not be a good format for meaningful feedback. Furthermore, specific instructions of how to effectively attend to feedback in conjunction with appropriate training should have been made available for L2 learners.

show abstract

Section: Corrective Feedback and Focus-on-form In Online Learningcontrasting

confidence: 92%

Section: Corrective Feedback and Focus-on-form In Online Learningmentioning

confidence: 99%

Section: Corrective Feedback and Focus-on-form In Online Learningmentioning

confidence: 99%

See 1 more Smart Citation

Focus-on-form through peer feedback in a Spanish–American telecollaborative exchange

Lee

2011

Language Awareness

View full text Add to dashboard Cite

show abstract

“…The finding constitutes support for the notion of maintaining a balance of fluency (meaning) and accuracy (form) addressed by CMC researchers (Lee, 2008;Levy & Kennedy, 2004;Ware & O'Dowd, 2008).…”

Section: Feedback On Content and Linguistic Formsupporting

confidence: 79%

Fostering reflective writing and interactive exchange through blogging in an advanced language course

Lee

2010

ReCALL

137

101

View full text Add to dashboard Cite

Blog technology is a potential medium for encouraging reflective writing through selfexpression and interactive exchange through social networking. This paper reports on a study using blogs as out-of-class assignments for the development of learners' language competence. The study involved seventeen university students at advanced level who kept personal blogs over a14-week period. Data collected from blog pages, post surveys and final interviews reported affordances and challenges of using blogs for personal expression and collaborative interaction. The results showed that regularly creating blog entries had a positive impact on learners' writing fluency and increased their motivation to write for a broad audience. Importantly, a four-skill integrated approach to task-based activities afforded opportunities for students to use the target language for blogging. The findings also indicate that peer feedback on the content prompted further discussion, whereas linguistic feedback from the instructor encouraged focus on form for language accuracy. The study concludes that learners' critical thinking and technological skills are essential for the implementation of blog projects in L2 instruction.

show abstract

“…that it provides the learner with negative feedback, e.g through corrective recasts (Doughty & Long, 2003); . that it provides different opportunities to focus on form when learner need arises, such as input flood, input elaboration or enhancement, recasts, and input processing (Doughty & Long, 2003, p. 64;Ware & O'Dowd, 2008). (4) Convergent communicative outcome as a result of negotiation of meaning implies that the task has a clearly defined general goal, a clearly defined communicative end product, a more or less specified procedure (Ellis, 2003, p. 21), and a set of instructions that is tailor-made to meet the specific needs of the learners (Doughty & Long, 2003).…”

mentioning

confidence: 99%

Verbal interaction in Second Life: towards a pedagogic framework for task design

Jáuregi

Canto

Graaff

et al. 2011

Computer Assisted Language Learning

116

View full text Add to dashboard Cite

Chapter 6. Grammar and Feedback: Turning to Language Form in Telecollaboration

Cited by 77 publications

References 0 publications

Focus-on-form through peer feedback in a Spanish–American telecollaborative exchange

Focus-on-form through peer feedback in a Spanish–American telecollaborative exchange

Fostering reflective writing and interactive exchange through blogging in an advanced language course

Verbal interaction in Second Life: towards a pedagogic framework for task design

Contact Info

Product

Resources

About