Second Language Learners' and Teachers' Perceptions of Delayed Immediate Corrective Feedback in an Asynchronous Online Setting: An Exploratory Study

Autor/inn/en	Canals, Laia; Granena, Gisela; Yilmaz, Yucel; Malicka, Aleksandra
Titel	Second Language Learners' and Teachers' Perceptions of Delayed Immediate Corrective Feedback in an Asynchronous Online Setting: An Exploratory Study
Quelle	In: TESL Canada Journal, 37 (2020) 2, S.181-209 (29 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0826-435X
Schlagwörter	Second Language Learning; Second Language Instruction; English (Second Language); Language Teachers; Teacher Attitudes; Student Attitudes; College Students; Virtual Classrooms; Video Technology; Asynchronous Communication; Computer Mediated Communication; Error Correction; Feedback (Response); Time Factors (Learning); Teacher Student Relationship; Instructional Effectiveness; Foreign Countries; Spain + Suchen Sie Ihr Suchwort? Zweitsprachenerwerb; Fremdsprachenunterricht; English as second language; English; Second Language; Englisch als Zweitsprache; Language teacher; Sprachunterricht; Lehrerverhalten; Schülerverhalten; Collegestudent; Computerkonferenz; Korrektur; Teacher student relationships; Lehrer-Schüler-Beziehung; Unterrichtserfolg; Ausland; Spanien
Abstract	Online language courses that rely on asynchronous teacher-learner communication face a practical problem when it comes to the provision of immediate corrective feedback by the teacher in oral interaction tasks. In this learning context, learners can still communicate synchronously and record their interaction without the teacher being present, but feedback by the teacher will be delayed in time. Research indicates that the effectiveness of feedback decreases as the time between the error and the correction increases and that immediate feedback is more effective (Arroyo & Yilmaz, 2018; Shintani & Aubrey, 2016). In this exploratory study conducted at an online university, we implemented a novel type of feedback we referred to as delayed immediate corrective feedback (DICF) and analyzed second language learners' and teachers' perceptions regarding its effectiveness and usefulness. Our goal was to assess the feasibility of implementing this type of feedback in our context and, ultimately, in other contexts where communication between teachers and learners takes place asynchronously. DICF was provided by teachers orally via screencast video. Learners and teachers' perceptions were collected via two separate questionnaires. The results showed that teachers and learners responded positively to DICF and several potential benefits were identified. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01