Corrective feedback in the chatroom: An experimental study

Loewen, Shawn; Erlam, Rosemary

doi:10.1080/09588220600803311

Cited by 102 publications

(49 citation statements)

References 24 publications

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“…Various kinds of CMC, both synchronous and asynchronous, explore the interactive dimensions of such text-based interactions within a Vygotskian sociocultural perspective, and suggest that CMC facilitates learner-centred communication, promotes critical thinking, enhances knowledge construction, and creates collaborative learning communities (Felix, 2002;Ferdig & Trammel, 2004;Levy & Kennedy, 2004;Loewen & Erlam, 2006). Asynchronous CMC (ACMC) enables language learners to engage in interactions with a wider range of interlocutors because ACMC is not bounded by the limits of time or space (Hanson-Smith, 1997;Kitade, 2008).…”

Section: Literature Reviewmentioning

confidence: 99%

Online collaboration and offline interaction between students using asynchronous tools in blended learning

Wang

2010

AJET

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The increasing use of innovative blended learning strategies which incorporate online discussion into the classroom requires the examination of asynchronous, computer mediated communication (ACMC) to fully understand the learners' total engagement and the contribution of such ICT tools to student learning. This study analysed students' online utterances and offline interactions, to determine the extent of collaborative learning among students from two colleges. Results show that behaviours that characterise successful collaborative learning in an asynchronous networked environment were present, but the patterns were different from previous studies. The implementation of ICT tools in blended learning does promote social interaction among students and their engagement; however, it does not automatically facilitate students in their adoption of active learning strategies. The offline atmosphere in carrying out the ACMC activities were sorted into five major categories: struggling with platform operations, handling technical problems, passive attitudes towards the procedure, tense atmosphere in class, and engagement in tasks. Based on the findings, some pedagogical implications are presented.

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Section: Literature Reviewmentioning

confidence: 99%

Online collaboration and offline interaction between students using asynchronous tools in blended learning

Wang

2010

AJET

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“…For example, Iwasaki and Oliver (2003) found that approximately 23 percent of corrective feedback led to learner uptake in their study; this is considered a relatively low rate compared to the uptake rate found in face-to-face interactions. Loewen and Erlam (2006) reported only 9 percent of uptake in a study with 31 elementary-level second language learners. A low rate of learner uptake may suggest that SCMC is not an ideal site to expect SLA through interaction.…”

Section: Scmc and Learner Uptakementioning

confidence: 98%

Revisiting Synchronous Computer-Mediated Communication: Learner Perception and the Meaning of Corrective Feedback

Kim¹

2014

ELT

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Effectively exploring the efficacy of synchronous computer-mediated communication (SCMC) for pedagogical purposes can be achieved through the careful investigation of potentially beneficial, inherent attributes of SCMC. This study provides empirical evidence for the capacity of task-based SCMC to draw learner attention to linguistic forms by offering opportunities for corrective feedback and incidental recasts, highlighting learners' errors. The findings open up the discussion on the meaning of feedback considering learners' perceptions and the unique SCMC features. The findings indicate that learners do not attend to corrective feedback that promote "the corrector" and "the corrected" relationships. Rather, they benefit from incidental recasts that coincidentally contrast with their ill-formed L2 production. This study also challenges the previous assumptions regarding certain SCMC features believed to be beneficial to learners. Features like split turns increase learners' cognitive load and make it difficult for learners to follow the flow of the conversation. Considering split turns of SCMC and learners' different perceptions on tasks, this study calls for reframing recasts in SCMC and more sensitive research methods for investigating SCMC interaction.

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“…The content of the model was informed by the findings of this study alongside those of other previous studies that investigated CF (e.g. Prabhu, 1989;Han, 2002;Ellis, 2009;Nicholas, Lightbown & Spada, 2001;Wieczorek, 1991;Diab, 2005;Brown, 2007Brown, , 2009Lillis, 2003;James, 2008;Chaudron, 1977;Long & Robinson, 1998;Harmer, 2007;Ur, 1996;Sheen & Ellis, 2011;Loewen, 2012;Bitchener & Knoch, 2010;Loewen & Erlam, 2006;Lyster & Mori, 2006;Egi, 2010;Sheen, 2010;Ferris & Hedgecock, 2005;Truscott & Hsu, 2008;Farrell & Lim, 2005;Ng & Farrell, 2003;Schulz, 1996Schulz, , 2001Tomková, 2013;Park, 2010;Zaman & Azad, 2012). The model consists of three main divisions with ten stages.…”

Section: Synergic Relationships Between This Study and Other Empiricamentioning

confidence: 98%

Lecturers’ and Students’ Perceptions and Preferences about ESL Corrective Feedback in Namibia: Towards an Intervention Model

Mungungu-Shipale¹,

Kangira²

2017

WJEL

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This study investigated tertiary lecturers' and students' perceptions and preferences on the provision of Corrective Feedback (CF) in the English as a Second Language (ESL) classroom at the Namibia University of Science and Technology. The study focused on students' speaking and writing skills in the Language in Practice English course. The findings revealed that both lecturers and students perceive CF as an essential aspect of developing ESL productive skills. Both lecturers and students were of the perception that CF is more focused on English grammar than form. Students preferred more correction than their lecturers provided. Both lecturers and students concurred that metalinguistic feedback is the best practice for CF in English. The contribution this study made is the ten-stage Intervention Model that works towards the effectiveness of ESL CF at tertiary level in Namibia. The model recommends that lecturers should carefully scrutinise the specific ESL target language features; practise a variety of suitable CF techniques; and cater for individual students' specific needs and preferences in learning English as a Second Language at tertiary level. Keywords: corrective feedback; perceptions; preferences; intervention model Significance of the studyError correction and provision of feedback are important aspects of L2 teaching and learning, because making errors is actually inevitable in the language learning process. The major focus of this paper is to present the ten-stage Intervention Model that is proposed for the effectiveness of English as a Second Language (henceforth ESL) Corrective Feedback (henceforth CF). The purpose of the study was to seek answers to the following research questions: 1) How do ESL lecturers and students perceive CF at tertiary level? 2) How do ESL tertiary level students respond to the CF provided to their errors? 3) What do ESL lecturers and students prefer as far as error treatment practice is concerned and why? 4) How can ESL students' errors be treated to promote the correct use of the English language? It is therefore imperative to first look at how the findings respond to these research questions before the presentation of the Intervention Model. Findings of the StudyThe findings revealed that CF for both speaking and writing skills is perceived by both lecturers and students as an essential aspect of developing ESL productive skills. Generally reporting, half the number of ESL lecturer participants in the present study reported to be confident with how they deal with their students' errors, while the other half showed that they sometimes hesitate and experience trouble with correcting errors of their students. Otherwise, the results illustrated that, overall, CF for both spoken and written errors takes place one way or another, in the ESL class.

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Corrective feedback in the chatroom: An experimental study

Cited by 102 publications

References 24 publications

Online collaboration and offline interaction between students using asynchronous tools in blended learning

Online collaboration and offline interaction between students using asynchronous tools in blended learning

Revisiting Synchronous Computer-Mediated Communication: Learner Perception and the Meaning of Corrective Feedback

Lecturers’ and Students’ Perceptions and Preferences about ESL Corrective Feedback in Namibia: Towards an Intervention Model

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