Automated Written Corrective Feedback: How Well Can Students Make Use of It?

Autor/in	Ranalli, Jim
Titel	Automated Written Corrective Feedback: How Well Can Students Make Use of It?
Quelle	In: Computer Assisted Language Learning, 31 (2018) 7, S.653-674 (22 Seiten) PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Ranalli, Jim)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0958-8221
DOI	10.1080/09588221.2018.1428994
Schlagwörter	Error Correction; Feedback (Response); Computer Assisted Instruction; Second Language Learning; Second Language Instruction; Teaching Methods; Task Analysis; Writing (Composition); English (Second Language); Academic Discourse; Individual Differences; College Students; Computational Linguistics; Scoring; Writing Evaluation; Cognitive Processes; Student Attitudes; Accuracy; Instructional Effectiveness + Suchen Sie Ihr Suchwort? Korrektur; Computer based training; Computerunterstützter Unterricht; Zweitsprachenerwerb; Fremdsprachenunterricht; Teaching method; Lehrmethode; Unterrichtsmethode; Aufgabenanalyse; Schreibübung; English as second language; English; Second Language; Englisch als Zweitsprache; Discourse; Diskurs; Individueller Unterschied; Collegestudent; Linguistics; Computerlinguistik; Bewertung; Cognitive process; Kognitiver Prozess; Schülerverhalten; Unterrichtserfolg
Abstract	Automated written corrective feedback (AWCF) has qualities that distinguish it from teacher-provided WCF and potentially undermine claims about its value for L2 student writers, including disparities in the amounts of useful information it provides across error types and the fact that inaccuracies in error-flagging must be anticipated. It remains unclear how these factors influence different students' ability to use AWCF, partly because classroom research to date has been based on within-group designs and writing tasks in which students can choose other ways to respond to feedback besides correction. To investigate these issues, the present study used an AWCF-based error-correction task in which student response type was controlled, as were the explicitness and accuracy of the feedback. Eighty-two ESL students in two, sequenced developmental writing courses participated. Generic feedback was found to result in fewer successful error corrections than specific feedback as well as higher perceptions of mental-effort expenditure and lower ratings of clarity and helpfulness. Course level was found not to be a significant factor in most analyses. Implications for L2 classroom applications of AWCF as well as the design of AWCF tools are discussed. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01