Cerezo García, María Lourdes

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Cerezo García, María Lourdes

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Cerezo García, María Lourdes

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Universidad de Murcia. Departamento de Filología Inglesa

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Overview of methodological procedures in research on written corrective feedback processing
(John Benjamins Publishing Company, 2023) Coyle Balibrea, Yvette; Nicolás Conesa, Florentina; Cerezo García, María Lourdes; Didáctica de la Lengua y la Literatura
This chapter offers a critical overview of the methods used in research on written corrective feedback processing. Broadly framed within interventionist and non-interventionist strands of research on the grounds of whether or not feedback and other task or participant-related variables are controlled by the researcher, we describe the research designs, participants, data collection tools, and analytical units used in studies on feedback processing. Our purpose in doing so is twofold. Firstly, we aim to take stock of the ways in which process research has evolved in line with changing theoretical and empirical developments in the field of L2 writing studies. Secondly, we intend to offer an appraisal of the methodological procedures used in existing research. Finally, we suggest future directions for a more inclusive research agenda that can respond to the challenges of new digital and curricular L2 writing scenarios and establish greater uniformity in its analytical approaches.
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L2 writers' processing of written corrective feedback: depth of processing via written languaging
(John Benjamins Publishing Company, 2020) Manchón Ruiz, Rosa María; Nicolás Conesa, Florentina; Cerezo García, María Lourdes; Criado, Raquel; Didáctica de la Lengua y la Literatura
In this study we investigated (i) whether levels of depth of processing (DoP) are mediated by writing conditions (individual vs. collaborative writing), and (ii) thc relationship between DoP and accuracy measures in the texts produced befare 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. Wc discuss these findings from various pcrspectives, including methodological considerations for future languaging research.
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Affordances of screencast technology for analyzing engagement with computer-mediated feedback on L2 writing
(Routledge, 2025) Nicolás Conesa, Florentina; Cerezo García, María Lourdes; McBride, Sophie; Didáctica de la Lengua y la Literatura
The aim of this chapter is to reflect on the affordances, from a research methodology perspective, of using screencasts to analyze second language (L2) writers’ engagement with feedback. Screencasts are considered “digital windows” into learners’ writing processes, including engagement with feedback. We will thus describe the types of data obtained with screencast technology and how the analysis of these data may further our understanding of the processes L2 learners engage in while acting upon different feedback timing conditions (immediate synchronous, delayed synchronous, and asynchronous teacher feedback). The chapter will start with a brief outline of the aims guiding our empirical study and a concise account of the rationale behind our aims and methodology, including data collection decisions and instruments. The central part of the chapter will then focus on describing (i) the type of data about learner engagement with feedback that can be obtained via screencast technology (i.e., affordances) and (ii) the challenges experienced during data collection and how they were addressed. We will close with methodological implications for future research aiming to use screencast technology to analyze learner engagement with feedback.
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Are two heads always better than one? Comparing the effects of WCF on accuracy in Low-Intermediate EFL learners' individual and collaborative writing
(IGI Global, 2023) Cerezo García, María Lourdes; Nicolás Conesa, Florentina; Didáctica de la Lengua y la Literatura
Most research on the ejfectiveness of written corrective feedback (WCF) for accuracy improvement has focused on individual writing. There is scarce research about L2 accuracy through collaborative writing and feedback tasks, or about the types of linguistic categories on which learners focus while revising feedback collaboratively. In this chapter, the authors compare the effects of unfocused WCF on EFL learners' overall and specific linguistic accuracy in individual and collaborative writing conditions. The participants were low-intermediate EFL students (n=54 individuals; n=32 dyads). In each writing condition there was a feedback group and a control group (no feedback). All groups wrote a text, processed feedback (feedback groups) or self-identified errors ( control groups) and rewrote their texts. Non-parametric statistics were conducted. Individual writing and feedback resulted in better accuracy than collaborative writing andfeedback. The writing condition infiuenced learners' attempt to correct grammatical corrections depending on the availability offeedback.
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L2 writers’ processing of written corrective feedback. Depth of processing via written languaging
(John Benjamins, 2020) Criado, Raquel; Manchón Ruiz, Rosa María; Nicolás Conesa, Florentina; Cerezo García, María Lourdes; 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.
Open Access
A classroom-based study on the effects of WCF on accuracy in pen-and-paper versus computer-mediated collaborative writing
(Adam Mickiewicz University Poznan, 2022-12-27) González Cruz, Belén; Cerezo García, María Lourdes; Nicolás Conesa, Florentina; Didáctica de la Lengua y la Literatura
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.