Corrective Feedback in Computer-Mediated versus Face-to-Face Environments

Cerezo, Luis

doi:10.1017/9781108589789.024

Cited by 4 publications

(5 citation statements)

References 46 publications

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“…Mackey edited an important volume (2007) which covers a broad range of topics and languages. Other books (e.g., Nassaji & Kartchava, 2017, 2021Long, 2015;Philp et al, 2013) provide detail on various aspects of components of the interactionist approach, such as task-based language teaching (Long), corrective feedback (Nassaji & Kartchava), and peer interaction (Philp et al). As in Long, Mackey (2020) relates interaction research to taskbased language teaching (Long)/learning (Mackey).…”

Section: What Are the Key Readings?mentioning

confidence: 99%

“…Most research reported up to this point has dealt with face-to-face (FTF) interactions. A separate body has dealt with computer-mediated communication (CMC) (see Cerezo, 2021 for an overview; Ortega, 1997;Ziegler & Mackey, 2017). An important difference between these two contexts is the possibility of Example 3.20 R: .…”

Section: Modality: Computer-mediated and Face-to-face Communicationmentioning

confidence: 99%

“…A recent meta-analysis (Cerezo, 2021) considered forty-one studies focusing on written CMC. One conclusion that he came to is that "written SCMC may amplify the developmental effectiveness of corrective feedback in untimed tutor-learner interactions with less complex treatment tasks and formally oriented assessment measures" (p. 511).…”

Section: Modality: Computer-mediated and Face-to-face Communicationmentioning

confidence: 99%

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Interaction

Behney

Gass

2021

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This Element in the Cambridge Elements in Second Language Acquisition series examines the role of interaction in Second Language Acquisition research, with a focus on the cognitive interactionist approach. The Element describes the major branches of the field, considering the importance of conversational interaction in both the cognitive interactionist framework as well as in sociocultural approaches to second language learning. The authors discuss the key concepts of the framework, including input, negotiation for meaning, corrective feedback, and output. The key readings in the field and the emphases of current and future research are explained. Finally, the authors describe the pedagogical implications that the cognitive interactionist approach has had on the teaching of second languages.

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Section: What Are the Key Readings?mentioning

confidence: 99%

Section: Modality: Computer-mediated and Face-to-face Communicationmentioning

confidence: 99%

Section: Modality: Computer-mediated and Face-to-face Communicationmentioning

confidence: 99%

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Interaction

Behney

Gass

2021

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“…2.1.Effect Of CF in SCMC Environments A growing amount of research on CF and L2 acquisition in SCMC environments have appeared over the past few years (see Cerezo, 2021;Ziegler & Mackey, 2017). SCMC can be defined as "real-time synchronous conversation that takes place online" (Baralt and Leow, 2016, p. 200).…”

Section: Literature Reviewmentioning

confidence: 99%

“…With the increasing use of technology in L2 learning, researchers have explored the benefits of CF in technology-supported contexts such as synchronous computer-mediated communication (SCMC). While this line of research has generally produced positive results (see Cerezo, 2021;Ziegler & Mackey, 2017), most existing studies have focused on text-based SCMC, and little attention has been paid to video-based SCMC. Considering the distinct nature of these two SCMC modes and the growing popularity of video chat tools in language learning (Petersen & Sachs, 2016), more research is needed to focus on the impact of CF on L2 acquisition in videobased SCMC.…”

Section: Introductionmentioning

confidence: 99%

Effectiveness of explicit and implicit corrective feedback in a video-based SCMC environment

Shao¹

2022

IJLTS

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The facilitative role of corrective feedback (CF) in second language (L2) acquisition has been attested in numerous empirical studies. However, despite the increasing popularity of video-supported tools in language education, few studies have examined the effectiveness of CF delivered through video chat. To address this gap, the current study investigated the effect of explicit and implicit corrective feedback (CF) on the acquisition of third person singular –s in a video-based synchronous computer-mediated communication (SCMC) environment. Fifty-six Chinese learners of English were recruited and randomly assigned to three experimental conditions: explicit CF, implicit CF, and control. They completed two interactive tasks over two treatment sessions during which CF was delivered through video chat to the two treatment groups. The effect of CF treatment was assessed by an untimed grammaticality judgement task and an oral elicited imitation task at the time of pretest, immediate posttest, and delayed posttest. The results indicated that the two treatment groups outperformed the control group on both assessment tasks and that there was no significant difference between the two treatment groups. These results point to the benefits of CF in video-based SCMC and challenge the superiority of explicit CF over implicit CF.

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„Zu verbessern hielt ich für keine gute Idee in dieser Situation“ – zur mündlichen Korrekturkompetenz als Teil der universitären Ausbildung von DaF-Lehrkräften

Hertzel

Zeyer

2022

Informationen Deutsch Als Fremdsprache

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Zusammenfassung Was genau als Fehler identifiziert wird und wie eine angemessene Reaktion darauf in fremdsprachlichen Erwerbskontexten aussehen sollte, gilt als eine der zentralen Herausforderungen für unterrichtliche Interaktionen. Im Beitrag wird eine qualitative Studie zum Korrekturverhalten von DaF-Masterstudierenden im Gießener Elektronischen Praktikum (GEP) der Universität Gießen vorgestellt.

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Corrective Feedback in Computer-Mediated versus Face-to-Face Environments

Cited by 4 publications

References 46 publications

Interaction

Interaction

Effectiveness of explicit and implicit corrective feedback in a video-based SCMC environment

„Zu verbessern hielt ich für keine gute Idee in dieser Situation“ – zur mündlichen Korrekturkompetenz als Teil der universitären Ausbildung von DaF-Lehrkräften

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