Using track changes and word processor to provide corrective feedback to learners in writing.
This study investigated the effect of computer-mediated corrective feedback types in an English as a foreign language ( EFL) intact class over time. The participants were 64 English majors who were assigned randomly into three treatment conditions that gave and received computer-mediated corrective...
| Publicado en: | Journal of Computer Assisted Learning Vol. 29; no. 4; pp. 319 - 334 |
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| Autor principal: | |
| Formato: | research tables/charts Journal Article |
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Wiley-Blackwell
Aug2013
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| Acceso en línea: | Ver este registro en EBSCOhost |
| fields | @attributes: recordID: 1 pdfLink: plink: https://search.ebscohost.com/login.aspx?direct=true&db=ccm&AN=104188171&site=ehost-live header: @attributes: shortDbName: ccm uiTerm: 104188171 longDbName: CINAHL Complete uiTag: AN controlInfo: bkinfo: dissinfo: jinfo: jid: 02664909 6M1 jtl: Journal of Computer Assisted Learning issn: 02664909 maglogo: Y pubinfo: dt: Aug2013 vid: 29 iid: 4 pid: 480 pub: Wiley-Blackwell place: Malden, Massachusetts artinfo: ui: 104188171 88799881 10.1111/jcal.12004 104188171 ppf: 319 ppct: 15 formats: tig: atl: Using track changes and word processor to provide corrective feedback to learners in writing. aug: au: AbuSeileek, A.F. affil: Al al-Bayt University sug: subj: Computer-Assisted Instruction Feedback Methods English as a Second Language Education Writing Word Processing Outcome Assessment Grammar Language Tests Pretest-Posttest Design Analysis of Variance Post Hoc Analysis Research Instruments Comparative Studies Random Assignment P-Value Internal Consistency Interrater Reliability Test-Retest Reliability Descriptive Statistics Young Adult Female Male Human Female Male ab: This study investigated the effect of computer-mediated corrective feedback types in an English as a foreign language ( EFL) intact class over time. The participants were 64 English majors who were assigned randomly into three treatment conditions that gave and received computer-mediated corrective feedback while writing (track changes, word processor, and track changes and word processor) and one control group that neither gave nor received writing corrective feedback. Students sat to a pre-test (week 1), immediate post-test (week 8) and delayed post-test (week 12) in writing. Results showed decrease in mean error and mean feedback in students' writing performance related to correcting 11 major error types on immediate and delayed post-tests, indicating that there was a significant effect for feedback type in favour of the group that used a combination of track changes and word processor. There was also a significant effect for the computer-mediated corrective feedback over the control group. Moreover, results showed that both mean error and mean feedback decreased significantly from pre-test to post-test (week 1-week 8), indicating that overall, there was a significant change over time. pubtype: Academic Journal doctype: research tables/charts Journal Article ougenre: Article language: English refInfo: holdings: @attributes: islocal: N |
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