Investigating the Effects of Perceived Feedback Source on Second Language Writing Performance: A Quasi-Experimental Study

Autor/inn/en	Reynolds, Barry Lee; Kao, Chian-Wen; Huang, Yun-yin
Titel	Investigating the Effects of Perceived Feedback Source on Second Language Writing Performance: A Quasi-Experimental Study
Quelle	In: Asia-Pacific Education Researcher, 30 (2021) 6, S.585-595 (11 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Reynolds, Barry Lee)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0119-5646
DOI	10.1007/s40299-021-00597-3
Schlagwörter	Feedback (Response); Second Language Learning; Second Language Instruction; English (Second Language); Essays; Writing Evaluation; Computer Assisted Instruction; Writing Instruction; Error Correction; Comparative Analysis; Scoring Rubrics; Student Attitudes; Student Needs; Teaching Methods + Suchen Sie Ihr Suchwort? Zweitsprachenerwerb; Fremdsprachenunterricht; English as second language; English; Second Language; Englisch als Zweitsprache; Essay; Aufsatzunterricht; Computer based training; Computerunterstützter Unterricht; Schreibunterricht; Korrektur; Scoring formulas; Auswertungsbogen; Schülerverhalten; Teaching method; Lehrmethode; Unterrichtsmethode
Abstract	Although researchers have investigated the effects automated writing evaluation (AWE) and teacher corrective feedback have on second language (L2) writing performance, these studies have conflated two different variables--feedback source and perceptions of feedback source. Using a quasi-experimental design, two groups of second language English writers--perceived teacher feedback group (N = 88) and perceived automated feedback group (N = 73)--received feedback on four essays written over an 18-week academic semester. While both groups received AWE and a marked rubric as feedback, the perceived teacher feedback group was under the impression that the AWE was given by their teacher. Results showed the perceived automated feedback group outperformed the perceived teacher feedback group on essay 2 and essay 3; however, the reverse was found for essay 4. Furthermore, the perceived automated feedback group showed statistically significant differences in writing performance; they improved from essay 2 to essay 3 but regressed from essay 3 to essay 4. Perceptions of the feedback source may have caused these results, suggesting that it should be worthwhile to inform L2 student writers of the feedback source. Before providing feedback to L2 student writers, teachers can inform students on how their writing performance can benefit from AWE and afterwards the teachers can meet students' needs by following up with the delivery of teacher feedback. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01