Learner Engagement with Corrective Feedback Using Think-Aloud Protocols

Autor/inn/en	Fernández-Michels, Pedro; Fornons, Laia Canals
Titel	Learner Engagement with Corrective Feedback Using Think-Aloud Protocols
Quelle	In: JALT CALL Journal, 17 (2021) 3, S.203-232 (30 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Zusatzinformation	ORCID (Fernández-Michels, Pedro) ORCID (Fornons, Laia Canals)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1832-4215
Schlagwörter	Error Correction; Feedback (Response); Metacognition; Second Language Learning; Second Language Instruction; Online Courses; Protocol Analysis; Writing Assignments; Teacher Student Relationship; Revision (Written Composition); Metalinguistics; German; Computer Assisted Instruction; College Students; Foreign Countries; Student Attitudes; Learning Processes; Spain + Suchen Sie Ihr Suchwort? Korrektur; Meta cognitive ability; Meta-cognition; Metakognitive Fähigkeit; Metakognition; Zweitsprachenerwerb; Fremdsprachenunterricht; Online course; Online-Kurs; Teacher student relationships; Lehrer-Schüler-Beziehung; Metalanguage; Metasprache; Deutscher; Computer based training; Computerunterstützter Unterricht; Collegestudent; Ausland; Schülerverhalten; Learning process; Lernprozess; Spanien
Abstract	Online language learning environments where asynchronous communication is the main form of relation between learners and teachers require learners to use self-regulatory skills that help them control their learning process and compensate for the lack of interaction with their teachers (Fernández-Toro & Furnborough, 2014; Fernández-Toro & Hurd, 2014). In such a context, feedback can constitute a driver of self-regulation, facilitating information about the learning process that can contribute to the development of self-regulatory skills (Yu, Jiang & Zhou, 2020). The present article aims at providing insights about how online learners of German as a foreign language engage with written corrective feedback and co-construct meaning (Nicol, 2010). The eleven participants received two different types of corrective feedback: direct explicit feedback on one written assignment and indirect feedback using metalinguistic information and error categorization on the other. Upon receiving the feedback information, the learners were asked to carry out two screen-recorded think-aloud protocols. This article reports on the data obtained through these protocols after conducting thematic analysis (Brown & Clarke, 2006). The results show how learners engaged with each feedback modality and reveal that the feedback-revision generated expression of self-regulatory actions such as reflection on their performance, evaluation and planning. (As Provided).
Anmerkungen	JALT CALL SIG. 1-6-1 Nishiwaseda Shinjuku-ku, Tokyo, 169-8050, Japan. e-mail: journal!jaltcall.org; Web site: http://journal.jaltcall.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01