The Effects of Languaging in Response to Automated Written Correction for Grammar Accuracy Improvement

Autor/inn/en	Xu, Wenwen; Kim, Ji-Hyun
Titel	The Effects of Languaging in Response to Automated Written Correction for Grammar Accuracy Improvement
Quelle	In: English Teaching, 78 (2023) 1, S.225-245 (21 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1017-7108
Schlagwörter	Grammar; Accuracy; Writing Instruction; Writing Evaluation; Error Correction; Feedback (Response); Essays; Writing Improvement; Nouns; Form Classes (Languages); Native Language; College Freshmen; Computer Software; Foreign Countries; Oral Language; Written Language; Computer Assisted Testing; Language Usage; Second Language Learning; Second Language Instruction; English (Second Language); Computational Linguistics; Chinese; Code Switching (Language); China + Suchen Sie Ihr Suchwort? Grammatik; Schreibunterricht; Korrektur; Essay; Aufsatzunterricht; Analytischer Sprachbau; Studienanfänger; Ausland; Oral interpretation; Mündlicher Sprachgebrauch; Geschriebene Sprache; Sprachgebrauch; Zweitsprachenerwerb; Fremdsprachenunterricht; English as second language; English; Second Language; Englisch als Zweitsprache; Linguistics; Computerlinguistik; China; Chinesen
Abstract	This study explored the role of written languaging (WL) in response to automated written corrective feedback (AWCF) in L2 accuracy improvement in English classrooms at a university in China. A total of 254 freshmen enrolled in intermediate composition classes participated, and they wrote 4 essays and received AWCF. A half of them engaged in WL after receiving correction, while the other half did not. To measure whether WL could contribute to L2 accuracy improvement, error correction tests were conducted three times. AWCF targeted all types of errors, but the study focused on investigating six language features (nouns, conjunctions, subject-verb agreement, sentence constituents, articles, and prepositions) known as the most frequent errors intermediate students make. The results proved that WL had a positive effect on accuracy improvement overall. However, when individual language features were considered separately, the effects were not the same. The inherent complexity of the features along with L1 influence appeared to affect the effects of WL for accuracy improvement. (As Provided).
Anmerkungen	Korea Association of Teachers of English. 6105 English Education Department, Chinju National University of Education, 369beon-gil 3, Jinyangho-ro, Jinju, Gyeongsangnam-do, 52673, Republic of Korea. Tel: +82-42-629-7381; Fax: +82-42-629-7320; e-mail: katejournal29@gmail.com; Web site: http://journal.kate.or.kr/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01