Comparing Students' Responses to Synchronous Written Corrective Feedback during Individual and Collaborative Writing Tasks

Autor/inn/en	Cho, Hyejin; Kim, YouJin; Park, Seyoung
Titel	Comparing Students' Responses to Synchronous Written Corrective Feedback during Individual and Collaborative Writing Tasks
Quelle	In: Language Awareness, 31 (2022) 1, S.1-20 (20 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0965-8416
DOI	10.1080/09658416.2021.1937194
Schlagwörter	Error Correction; Feedback (Response); Second Language Learning; Second Language Instruction; Comparative Analysis; Collaborative Writing; Korean; Writing (Composition); Synchronous Communication; Asian Culture; Cultural Traits; Cultural Awareness; Electronic Mail; Language Usage; Audio Equipment; Metalinguistics; Language Processing; Undergraduate Students; Task Analysis; Instructional Materials; Pragmatics + Suchen Sie Ihr Suchwort? Korrektur; Zweitsprachenerwerb; Fremdsprachenunterricht; Koreanisch; Schreibübung; Cultural identity; Kulturelle Identität; Elektronischer Briefkasten; Sprachgebrauch; Audio-CD; Metalanguage; Metasprache; Sprachverarbeitung; Aufgabenanalyse; Lehrmaterial; Lehrmittel; Unterrichtsmedien; Pragmalinguistik
Abstract	The present study examined students' attention to linguistic forms during writing tasks and compared individual and collaborative writing conditions. Furthermore, the ways students in both conditions process indirect synchronous written corrective feedback (SWCF) and the ways they respond to it (i.e., uptake) were investigated. The target linguistic forms were Korean honorifics, which are closely related to Korean culture, honoring the elderly by using a different set of linguistic features. Twenty-nine learners of Korean were divided into two groups: collaborative and individual writing groups. The collaborative group completed e-mail writing tasks in pairs, whereas students in the individual group carried out the same tasks alone. During the tasks, indirect SWCF was provided on the target pragmatic features (i.e., honorifics). Think-aloud protocols and pair talk were audio-recorded. Students' attention to linguistic forms was operationalized as the occurrence of language-related episodes (LREs), and their processing of SWCF was determined using feedback-related episodes (FREs). Uptake was identified based on students' final writing output. The findings suggest that the collaborative group resolved linguistic errors more accurately than the individual group. In terms of the linguistic target features and uptake of SWCF, both groups demonstrated similar patterns, suggesting mediating effects of SWCF on students' task performance. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01