Improving Second Language Speaking Proficiency via Interactional Feedback

Autor/inn/en	Swanson, Peter B.; Schlig, Carmen
Titel	Improving Second Language Speaking Proficiency via Interactional Feedback
Quelle	In: International Journal of Adult Vocational Education and Technology, 1 (2010) 4, S.17-30, Artikel 2 (14 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1947-8607
DOI	10.4018/javet.2010100102
Schlagwörter	Second Language Learning; Language Proficiency; Feedback (Response); Interaction; Undergraduate Students; Educational Technology; Technology Uses in Education; Oral Language; Pronunciation; Formative Evaluation; Summative Evaluation; Spanish; Scoring Rubrics; Student Surveys; Language Tests; Focus Groups; Teacher Attitudes; College Faculty + Suchen Sie Ihr Suchwort? Zweitsprachenerwerb; Language skill; Language skills; Sprachkompetenz; Interaktion; Unterrichtsmedien; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; Oral interpretation; Mündlicher Sprachgebrauch; Aussprache; Spanisch; Scoring formulas; Auswertungsbogen; Schülerbefragung; Language test; Sprachtest; Lehrerverhalten; Fakultät
Abstract	Researchers have suggested that interactional feedback is associated with foreign/second language learning because it prompts learners to notice foreign/second language forms. Using Vygotsky's zone of proximal development and Long's interaction hypothesis as conceptual frameworks, this study explores the use of systematic explicit feedback to undergraduates (N = 1180) at three assessment points throughout one semester using digital voice recording technology for oral assessments. Results indicate that statistically significant differences were found in pronunciation, linguistic structure, and content from the first to last observation. Findings suggest serious implications for improving speaking proficiency, which promote the use of combining digital technology for oral language formative and summative assessment with quality, systematic, and in-depth feedback to students. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2018/2/04