Are Think-Alouds Reactive? Evidence from an L2 Written Corrective Feedback Study

Autor/in	Suh, Bo-Ram
Titel	Are Think-Alouds Reactive? Evidence from an L2 Written Corrective Feedback Study
Quelle	In: Language Teaching Research, 27 (2023) 5, S.1099-1119 (21 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Suh, Bo-Ram)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1362-1688
DOI	10.1177/1362168820967166
Schlagwörter	Protocol Analysis; Feedback (Response); Second Language Learning; Second Language Instruction; Error Correction; Cognitive Processes; Written Language; Teaching Methods; Multiple Choice Tests; Language Tests; English (Second Language); Foreign Countries; Story Telling; Task Analysis; Grammar; Scoring; South Korea (Seoul) + Suchen Sie Ihr Suchwort? Zweitsprachenerwerb; Fremdsprachenunterricht; Korrektur; Cognitive process; Kognitiver Prozess; Geschriebene Sprache; Teaching method; Lehrmethode; Unterrichtsmethode; Multiple choice examinations; Multiple-choice tests, Multiple-choice examinations; Multiple-Choice-Verfahren; Language test; Sprachtest; English as second language; English; Second Language; Englisch als Zweitsprache; Ausland; Aufgabenanalyse; Grammatik; Bewertung
Abstract	The use of concurrent data elicitation procedures (e.g. think-alouds, eye-tracking, response time) to investigate learners' cognitive processing and processes is becoming more prominent in research designs as researchers seek to acquire a better understanding of how second language (L2) learners process L2 data (e.g. Martin et al., 2019; Rogers, 2019; Thinglum, 2019; for more recent studies employing concurrent procedures, see Leow, 2019). At the same time, an increasing number of studies have empirically investigated the reactivity of think-aloud protocols in second language acquisition (e.g. Medina, 2019; Morgan-Short et al., 2012). While the studies that have addressed the reactivity issue have yielded mixed findings, only a few studies (e.g. Adrada-Rafael & Filgueras-Gómez, 2019; Sachs & Polio, 2007) have addressed the written mode, particularly in the context of L2 writing that incorporates feedback. As part of a larger study of written corrective feedback, the present study investigates the possible reactive effects of think-alouds during exposure to written corrective feedback, which was provided on learners' L2 writing, on their L2 development. Fifty-nine Korean university learners of English as a foreign language, randomly assigned to either a think-aloud or to a non-think-aloud (silent control) condition, participated in the study. L2 development was measured by a written story-retelling task and a multiple-choice receptive test. Results showed that thinking aloud while processing written corrective feedback during three feedback sessions did not affect learners' development of receptive knowledge and their ability to produce the target structure in a new piece of writing when compared to a non-think-aloud condition. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01