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Accuracy development in L2 writing: Exploring the potential of computer-assisted unfocused indirect corrective feedback in an online EFL course
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In: ISSN: 0958-3440 ; EISSN: 0958-3440 ; ReCALL ; https://hal-cnam.archives-ouvertes.fr/hal-03476887 ; ReCALL, Cambridge University Press (CUP), 2021, 33 (3), pp.248-264. ⟨10.1017/S095834402100015X⟩ (2021)
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Abstract:
International audience ; In a previous study (Sarré, Grosbois & Brudermann, 2019), we explored the effects of various corrective feedback (CF) strategies on interlanguage development for the online component of a blended English as a foreign language (EFL) course we had designed and implemented. Our results showed that unfocused indirect CF (feedback on all error types through the provision of metalinguistic comments on the nature of the errors made) combined with extra computer-mediated micro-tasks was the most efficient CF type to foster writing accuracy development in our context. Following up on this study, this paper further explores the effects of this specific CF type on learners’ written accuracy development in an online EFL course designed for freshmen STEM (science, technology, engineering, and mathematics) students. In the online course under study, this specific CF type was experimented with different cohorts of STEM learners ( N = 1,150) over a five-year period (from 2014 to 2019) and was computer-assisted: CF provision online by a human tutor was combined with predetermined CF comments. The aim of this paper is to investigate the impact of this specific CF strategy on error types. In this respect, the data yield encouraging results in terms of writing accuracy development when learners benefit from this computer-assisted specific CF. This study thus helps to gain a better understanding of the role that CF plays in shaping students’ revision processes and could inform language (teacher) education regarding the use of digital tools for the development of foreign language accuracy and the issues related to online CF provision.
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Keyword:
[SHS.EDU]Humanities and Social Sciences/Education
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URL: https://doi.org/10.1017/S095834402100015X
https://hal-cnam.archives-ouvertes.fr/hal-03476887
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CALL and professionalisation: short papers from EUROCALL 2021
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In: 2021 EUROCALL conference ; https://hal.archives-ouvertes.fr/hal-03480815 ; 2021 EUROCALL conference, Research-publishing.net, 2021, ⟨10.14705/rpnet.2021.54.9782490057979⟩ (2021)
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Fostering accuracy in L2 writing: impact of different types of corrective feedback in an experimental blended learning EFL course
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In: ISSN: 0958-8221 ; Computer Assisted Language Learning ; https://hal.archives-ouvertes.fr/hal-02365492 ; Computer Assisted Language Learning, Taylor & Francis (Routledge), 2019, pp.1-23. ⟨10.1080/09588221.2019.1635164⟩ (2019)
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Technologies dans l'enseignement et pour la formation : les enseignants du supérieur en transition dans les projets CATAPULT et SHOUT4HE
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In: Colloque PERL, Université de Paris ; https://hal.archives-ouvertes.fr/hal-02464402 ; Colloque PERL, Université de Paris, Dec 2019, Paris, France (2019)
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Revisiting dictogloss for teaching formulaic sequences in EAP contexts: a set of replication studies in French higher education
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In: European Society for the Study of English (ESSE) ; https://hal.archives-ouvertes.fr/hal-02464469 ; European Society for the Study of English (ESSE), Aug 2018, Brno, Czech Republic (2018)
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Favoriser l’engagement interactionnel des apprenants dans les échanges synchrones
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In: Enseigner l’oral en ligne ; https://hal.archives-ouvertes.fr/hal-01918527 ; Nicolas Guichon; Marion Tellier. Enseigner l’oral en ligne, Didier, pp.151-183, 2017 (2017)
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New developments in ESP teaching and learning research
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In: https://hal.archives-ouvertes.fr/hal-01657477 ; France. Researchpublishing.net, 2017, New developments in ESP teaching and learning research, 978-2-490057-01-6. ⟨10.14705/rpnet.2017.cssw2017.9782490057016⟩ ; https://research-publishing.net (2017)
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Les frontières de la recherche sur l’enseignement-apprentissage de l’anglais de spécialité : pour une "didactique de l’ASP."
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In: 37e colloque du GERAS ; https://hal.archives-ouvertes.fr/hal-01371185 ; 37e colloque du GERAS, Université Paris 8, Mar 2016, Paris, France ; http://geras2016.univ-paris8.fr/ (2016)
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From 'war stories and romances' to research agenda: towards a model of ESP didactics
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In: European Society for the Study of English (ESSE) ; https://hal.archives-ouvertes.fr/hal-01371191 ; European Society for the Study of English (ESSE), National University of Ireland, Aug 2016, Galway, Ireland ; http://esse2016.org/ (2016)
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