A Comparative Study of the Effect of Recasts and Prompts in Synchronous Computer-Mediated Communication (SCMC) on Students' Achievement in Grammar (original) (raw)
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This research explores the effects of three computer-mediated feedback modalities, that is, elicitation, recast, and meta-linguistics, on the learning of English participial, gerund, and infinitival phrases among Iranian intermediate-level EFL learners. The overriding focus of the present study was to investigate whether different types of feedback given through form-focused computer-human exchanges would produce varying immediate and long-term effects on the participants' incorporation of linguistic forms. To this end, 160 participants were randomly assigned to three equivalent experimental groups. One group then received treatment on the three types of phrases through a tutorial system and multimedia grammar exercises where they received elicitation on the errors they made. The second and the third groups likewise received treatment on the same types of phrases through the same tutorial system, but received either recast or meta-linguistic feedback on their errors. The groups then sat for an immediate and a delayed post-test of grammar two weeks after the experiment. The experiment revealed that meta-linguistic feedback yielded the strongest immediate and sustained effects as compared with those of elicitation and recast. Likewise, while recast produced stronger immediate effects on learning as compared to those of elicitation, its sustained effects were much smaller than those of elicitation and meta-linguistic feedback.
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This study extends research on written corrective feedback (CF) by investigating how timing of CF affects grammar acquisition. Specifically, it examined the relative effects of synchronous and asynchronous CF on the accurate use of the hypothetical conditional structure. Participants were 68 intermediate-level students of English at a university in Japan. Learners from a synchronous CF group (SCF), an asynchronous CF group (ACF), and a comparison group completed 2 writing tasks using Google Docs. The 2 experimental groups received focused direct CF with the following differences: The SCF group received synchronous feedback on grammatical errors during writing tasks, while the ACF learners received feedback after the tasks. Participants revised their texts upon receiving the feedback. The comparison group completed the writing tasks without feedback. Accurate use of the target feature was measured by a set of 3 text reconstruction tasks conducted as pre-, immediate post-, and delayed posttests. The results showed that both experimental groups significantly improved from the pretest to the 2 posttests while the comparison group did not. Overall, however, effect sizes for the posttests indicated that SCF was more effective in improving learners' accuracy with only the SCF group outperforming the comparison group on the delayed posttest.
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The issue of efficacy of oral corrective feedback on grammar acquisition of second language learners in an English language classroom setting remains controversial in recent years due to the implicit and explicit types of corrective feedback and different positions of interface toward implicit and explicit knowledge. This study investigated the impact of implicit corrective feedback in the form of recasts and explicit corrective feedback in the form of metalinguistic information on grammar acquisition of ESL learners. The quantitative study was conducted at the University of Malaya Centre for Continuing Education in Kuala Lumpur with 136 female and male international postgraduate students at lower-intermediate level of English proficiency involving one control and two experimental groups. The relative efficacy of both types of corrective feedback was assessed by using the Elicited Oral Imitation Test (EOIT) and Timed Grammaticality Judgment Test (TGJT) for measuring implicit knowled...
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This article reviews the findings of a study which set out to examine the role that consciousness raising (CR) plays in grammatical development in synchronous computer-mediated communication (SCMC). Students participated in weekly SCMC sessions. Spanish L2 forms por/para and ser/estar were chosen, and the data from two groups—form-and-meaning focused (FMF) group and meaning- focused (MF) group—were analyzed. Three pre- and
Computer-mediated Corrective Feedback in ESP Courses: Reducing Grammatical Errors via Email
Procedia - Social and Behavioral Sciences, 2014
Corrective feedback is beneficial to L2 learning because it enables learners to acquire grammatical features that would otherwise be lost due to the fact they do not have continued access to learning principles (Ellis, 2008). This study aims to answer the research questions: (1) Is there any difference between the effect of electronic feedback as opposed to paper feedback on the grammatical accuracy of Iranian ESP students' writings? (2) What are the attitudes of ESP students towards electronic feedback in their courses? To find the answers, this study was conducted with the ESP students majoring in Tourism at the University of Applied Science & Technology in Mashhad, Iran. There were 86 female and male students, ranging from 18-49. After administering a proficiency test, the participants were randomly assigned to experimental and control groups. In order to find the answer for the second question, an attitude questionnaire, consists of demographic and attitudes items, developed by researcher were distributed among participants. The first group (experimental group) had the chance to receive the electronic feedback via email after submitting their assignments, but the second group (control group) did not have this opportunity and just had the traditional paper feedback. The researchers hypothesized that electronic feedback has positive effect on the grammatical accuracy of Iranian ESP students' writings. Moreover, they have more positive attitudes towards e-feedback than paper feedback. The differences between these two classes were statistically different, meaning that the computermediated feedback process seemed to be more influential in enhancing the grammatical accuracy of the participants.
Negotiating and learning grammar in synchronous on-line chats among Malaysian tertiary ESL students
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Taking into consideration the importance of using negotiated interaction over grammatical structures through computer-mediated communication (CMC), conflicting results of attitude toward CMC, and the nature of CMC environments, the current study attempted to examine immediate and long-time effect of negotiated interaction on students’ achievement in grammar in Malaysian context. The study also sought to evaluate opinions of participants in this study regarding CMC. Furthermore, it focused on gaining more in-depth and detailed picture of learners’ beliefs and experiences of their interaction over grammatical structures in written synchronous computer-mediated communication (SCMC). Finally, the aim of this study was also to analyze the discourse patterns of text-based CMC in terms of negotiation functions. These aims were addressed using an experimental research design. Fifteen students from Universiti Putra Malaysia (UPM) participated in the study. All of these students were undertak...
Corrective feedback in written synchronous and asynchronous computer-mediated communication.
Teachers College, Columbia University Working Papers in Applied Linguistics & TESOL, Vol. 17, No. 2, 9-27, 2017
Although corrective feedback (CF) has attracted much attention in the field of second language acquisition, there is scant research pertaining to CF in naturalistic written computer-mediated communication (CMC). This exploratory study addressed this gap by describing the types of CF that occurred and evaluating their relative effects on learner uptake in two conditions: (1) asynchronous CMC and (2) synchronous CMC between four Native Speaker-Non-Native Speaker dyads. As a measure of effectiveness, learner uptake is defined as immediate or delayed learner responses to CF. Participants completed the following synchronous tasks: an introductory task, and a video-prompted discussion task via an online chat program. For the asynchronous task, the participants co-developed a 3-day travel plan via email. The findings showed that CF in the form of clarification requests existed in the ACMC environment, whereas recasts were the only type of CF observed in the SCMC environment. Although no evidence of immediate effect was shown during task performance, an instance of delayed effect was shown across tasks in the SCMC environment.
Computer-Mediated Grammar Teaching and its Effect on Different Language Tasks.
Learner-Computer Interaction in Language Education, 2013
When and to what extent one should teach grammar to language learners has been discussed extensively in theoretical and pedagogical literature. Even though grammar continues to hold an important place in language teaching, there is still much controversy with regard to what works best. This article looks at the question of computer-mediated grammar teaching and its effect on language acquisition over time. In particular, it reports the results of a year-long empirical study of the effectiveness of extended online practice of L2 grammar on the overall development of L2 in learners of German. The results of the study suggest that prolonged online grammar practice translated into higher scores on chapter exams. However, no effect was found with regard to written work or oral chats and we concluded that prolonged online grammar practice did not have an effect on the quality of open-ended tasks such as these over the course of a year. Implications for language learning are discussed, exploring possible explanations on the short-term effect of online grammar instruction and the apparent lack of cumulative effect on more open-ended tasks.
English grammar learning through WhatsApp and feedback type: Learners’ perceptions.
Gesa, F., Suárez, M.M., & Frigolé, N. (2024). English grammar learning through WhatsApp and feedback type: Learners’ perceptions. The Fifth Online International Symposium on Applied Linguistics Research (ALR2024). Prince Sultan University, Riyadh, Saudi Arabia. , 2024
Mastering English grammar can be a challenging task for many foreign language learners (Jean & Simard, 2011). However, with the increasing popularity of mobile instant messaging (MIM) applications like WhatsApp, new opportunities have emerged for more engaging language learning practices (Cremades et al., 2021; Tragant et al., 2022) and, more specifically, grammar development (Murphy et al., 2023). Besides, some studies have also evinced the potential different types of feedback have for grammar acquisition (Ellis et al., 2006). Yet, learners’ views tend to be left aside. This study fills this gap by analysing learners’ opinions about receiving feedback through WhatsApp as a platform for English grammar learning. Three intact classes (N=95) of pre-intermediate English as a foreign language learners enrolled in the Primary Education degree were recruited. For an academic semester, they were taught three grammar structures following a traditional approach (Larsen-Freeman, 2003) and received extra exposure through WhatsApp. Participants completed six WhatsApp tasks (two per structure), plus an icebreaker, and received feedback from their teacher. One group received metalinguistic explanations, another reformulations, and the last one repetition prompts (Ellis, 2009). One week before and after the intervention, participants completed two grammaticality judgement tests –timed and untimed–, which tapped into the target grammar structures, to measure their grammatical ability. Together with the post-test, they answered a questionnaire enquiring about their views on how useful receiving feedback through WhatsApp had been to foster English grammar skills. For this presentation, the results of the questionnaire will be analysed, focusing on participants’ perceived value of the feedback received, feedback preferences, error identification and correction, and self-perceived improvement in grammar. Results will yield insights into the potential of a very popular MIM tool through which to receive feedback for fostering English grammar learning and for bridging the gap between classroom practices and extramural exposure. References