Browsing by Subject "Written corrective feedback"

Now showing 1 - 6 of 6
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    A classroom-based study on the effects of WCF on accuracy in pen-and-paper versus computer-mediated collaborative writing
    (Adam Mickiewicz University Poznan, Faculty of English, 2022-12-27) González-Cruz, Belén; Cerezo, Lourdes; Nicolás-Conesa, Florentina; Didáctica de la Lengua y la Literatura (Español, Inglés, Francés)
    This study compared the effects of computer-mediated (CM) versus pen-and-paper (P&P) writing on written accuracy and feedback processing in tasks written and rewritten collaboratively following a pedagogical treatment in two intact authentic classrooms. The study involved 32 secondary education low-proficiency English-as-a-foreign-language (EFL) learners writing two descriptive texts collaboratively and receiving in-class training in the identification and correction of grammatical, lexical, and mechanical errors. Participants were provided with unfocused direct error correction (EC). Error logs were used to facilitate noticing of teacher corrections (i.e., feedback processing). Dyads were required to rewrite their texts for evidence of feedback uptake. Results indicate that writing collaboratively on the computer with the availability of the Internet contributes to increased grammatical and lexical accuracy. No differences were found between writing environments regarding feedback processing or accuracy of rewritten texts.
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    Feedback literacy in writing research and teaching: Advancing L2 WCF research agendas.
    (2023-09-26) Boggs, Jill; Manchón, Rosa M.; Filología Inglesa
    Research on corrective feedback (CF) has developed from its original focus on identifying which type of CF is most effective for developing L2 language learners’ grammatical accuracy to focusing on how learners use CF. Underpinning this is the assumption that learners know what to do with CF when they receive it. The concept of “feedback literacy” challenges this assumption. Carless and Boud (2018), define feedback literacy as “the understandings, capacities and dispositions needed to make sense of information and use it to enhance work or learning strategies” (p. 1316). Our intention in this paper is to reflect on the manner in which theoretical and empirical work on feedback literacy can contribute to advancing L2 written corrective feedback (WCF) research agendas. Central in our proposal is the partially under-researched aspect of experience in terms of the L2 writers’ educational background experience, particularly experience with L1 and L2 writing. We further argue that how learners were taught L1 writing and how the L1 educational culture/ society values writing can impact on how learners approach L2 writing tasks and accompanying feedback. Implications of this inclusive view of the learner for future research and pedagogy is discussed.
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    Improving reference cohesion in young EFL learners’ collaboratively written narratives: Is there a role for reformulation
    (Elsevier, 2020-07) Coyle, Yvette; Férez Mora, Pedro Antonio; Solís Becerra, Juan; Didáctica de la Lengua y la Literatura
    This article reports an empirical study in which we explore the role played by reformulation as a written corrective feedback technique on the use of reference cohesion in the collaboratively written narratives of young foreign language learners. The study was carried out with 11-to-12-year-old low proficiency pairs divided into a reformulation (RG) and a control group (CG), all of whom engaged in two multi-stage writing and feedback tasks over a three-month period. Features of reference cohesion were examined in four sets of narrative picture-story texts written by all the children before and after a treatment period during which the RG pairs completed a weekly writing task and received reformulated feedback, which they compared with their original drafts. The CG pairs also performed the weekly writing task and self-edited their texts. Results showed that the feedback proved useful in significantly promoting the accurate use of pronominal reference and sequence markers in the L2 by RG pairs and in contributing to a significant decrease in the misuse of articles in comparison to the CG. These findings are discussed and conclusions drawn for the role of reformulation in fostering cohesion in children’s L2 writing.
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    L2 writers’ processing of written corrective feedback. Depth of processing via written languaging
    (John Benjamins, 2020) Manchón, Rosa María; Nicolás-Conesa, Florentina; Cerezo, Lourdes; Criado, Raquel; Filología Inglesa
    In this study we investigated (i) whether levels of depth of processing (DoP) are mediated by writing conditions (individual vs. collaborative writing), and (ii) the relationship between DoP and accuracy measures in the texts produced before and after processing feedback. Participants (118 intermediate EFL learners) were invited to complete a picture-based problem-solving task in either individual or collaborative writing conditions, in both cases with and without the availability of feedback. Findings show that access to feedback (rather than writing conditions) was the key variable that mediated both DoP and improvements in global accuracy. We discuss these findings from various perspectives, including methodological considerations for future languaging research.
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    Models as written corrective feedback: Effects on young L2 learners’ fluency in digital writing from product and process perspectives
    (PreSSTO (https://pressto.amu.edu.pl/). Adam Mickiewicz University, Kalisz, Poland, 2022-12-27) Criado, Raquel; Garcés Manzanera, Aitor; Plonsky, Luke; Filología Inglesa
    This study was motivated by Truscott’s (1996, 2004) scarcely empirically tested claims that written corrective feedback (WCF) processing hinders fluency in subsequent rewriting owing to learners’ purposeful avoidance of making mistakes by composing shorter texts at a higher speed. It examined the writing fluency of the texts produced by eighteen 10-11-year-old L2 English children in a digital environment. They were divided into a feedback (N = 10) and a self-correction group (N = 8). Both groups engaged in a three-stage task: writing, comparison of their texts with a model or self-editing as appropriate, and rewriting. Fluency was analyzed via five product/offline and five process/online measures. The texts and writing behaviors were recorded with Inputlog 8.0. The results partially support Truscott’s claims. The feedback group improved their fluency in all the ten measures. However, the self-editing group showed higher fluency than the feedback group in seven of the ten measures, with the corresponding Hedge’s effect sizes between groups ranging from small to large. The study enlightens our knowledge of young learners’ writing fluency and supports adopting a multidimensional approach to understand the complex and multi-faceted nature of fluency as mediated by WCF processing.
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    What do learners notice while processing written corrective feedback?: A look at depth of processing via written languaging
    (Routledge, 2019) Cerezo, Lourdes; Manchón, Rosa M.; Nicolás Conesa, Florentina; Filología Inglesa
    This study looked into the language learning affordances of written corrective feedback (WCF)processing along two dimensions: We investigated our participants (46 undxergraduate EFL learners)’ depth of written processing (DoP) of WCF feedback as manifested in their written languaging behavior and the relationship between DoP and accuracy of their self-produced texts written after receiving and processing direct and indirect WCF.