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Computer‐mediated feedback for L2 learners: Challenges versus affordances.

This paper reviews the theoretical and pedagogical affordances and challenges highlighted in studies on correcting second language (L2) learners' errors via computer‐mediated feedback (CMF) in blended and distance learning. The study aimed at understanding and conveying the reported challenges and a...

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Published in:Journal of Computer Assisted Learning Vol. 37; no. 1; pp. 24 - 39
Main Author: Bahari, Akbar
Format: research systematic review tables/charts Journal Article
Published: Wiley-Blackwell Feb2021
Online Access:View this record in EBSCOhost
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      dt: Feb2021
      vid: 37
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      pub: Wiley-Blackwell
      place: Malden, Massachusetts
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        148185160
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        148185160
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        10.1111/jcal.12481
        148185160
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        atl: Computer‐mediated feedback for L2 learners: Challenges versus affordances.
      aug:
        au: Bahari, Akbar
        affil: English Language Teaching Department, University of Qom, Qom, Iran
      sug:
        subj:
          Language Education
          Feedback
          Computer-Assisted Instruction
          Learning Methods
          Human
          Systematic Review
          Reading
          Writing
          Speech
          Listening
          ERIC Database
      ab: This paper reviews the theoretical and pedagogical affordances and challenges highlighted in studies on correcting second language (L2) learners' errors via computer‐mediated feedback (CMF) in blended and distance learning. The study aimed at understanding and conveying the reported challenges and affordances of CMF to inform the computer‐assisted language learning practitioners. To this end, 97 peer‐reviewed articles published from 2012 to 2020 that discussed CMF with respect to receptive and productive language skills were systematically reviewed. The collected data were tabularized in terms of receptive and productive skills. To visualize the results, the obtained data were arranged in four hierarchical database formats with respect to four language skills. The implications of the study are twofold. Pedagogically, teachers are informed useful affordances that can be used to give feedback during teaching. Theoretically, researchers are informed about challenges that require further investigation. Lay Description: What is already known about this topic: The efficacy of providing via computer‐assisted tools and affordances What this paper adds: Presenting a hierarchy of affordances that can be utilized by L2 teachers for giving computer‐mediated feedbackInforming the CALL practitioners about the challenges that reportedly require further analysis to expand the research in the field Implications for practice and/or policy: The main theoretical implication is the need to consider individual learner differences before using any feedback type to correct errors plus several other implications that are discussed in the article.The main pedagogical implication of the study is the need to contextualize the reported affordances for computer‐mediated feedback based on the nonlinearity and dynamicity of the individual learner differences
      pubtype: Academic Journal
      doctype:
        research
        systematic review
        tables/charts
        Journal Article
      ougenre: Article
    language: English
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