Multiple Technologies, Multiple Sources: Trends and Analyses of the Literature on Technology-Mediated Feedback for L2 English Writing Published from 2015-2019

Autor/inn/en	Loncar, Michael; Schams, Wayne; Liang, Jong-Shing
Titel	Multiple Technologies, Multiple Sources: Trends and Analyses of the Literature on Technology-Mediated Feedback for L2 English Writing Published from 2015-2019
Quelle	In: Computer Assisted Language Learning, 36 (2023) 4, S.722-784 (63 Seiten) PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Loncar, Michael) ORCID (Schams, Wayne) ORCID (Liang, Jong-Shing)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0958-8221
DOI	10.1080/09588221.2021.1943452
Schlagwörter	Research Reports; Writing Instruction; Feedback (Response); Technology Uses in Education; Computer Mediated Communication; Writing Evaluation; Second Language Learning; Second Language Instruction; Periodicals; Trend Analysis; Teaching Methods; Foreign Countries; Publications; Elementary Secondary Education; Higher Education; Computational Linguistics; Computer Assisted Instruction; Learning Strategies + Suchen Sie Ihr Suchwort? Research report; Forschungsbericht; Schreibunterricht; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; Computerkonferenz; Zweitsprachenerwerb; Fremdsprachenunterricht; Periodical; Journal; Zeitschrift; Fachzeitschrift; Periodikum; Trendanalyse; Teaching method; Lehrmethode; Unterrichtsmethode; Ausland; Hochschulbildung; Hochschulsystem; Hochschulwesen; Linguistics; Computerlinguistik; Computer based training; Computerunterstützter Unterricht; Learning methode; Learning techniques; Lernmethode; Lernstrategie
Abstract	The following review incorporates a systematic selection, coding, and analysis methodology in order to compile a corpus of empirical research studies that investigate the use of technology-mediated feedback in L2 writing contexts published from 2015-2019. Trends are identified by coding and quantitatively analyzing key parameters of the corpus, and the corpus is qualitatively analyzed, contextualizing and exploring emergent themes within these trends in rich detail.Key quantitative findings reveal (A) the leading journals are "Computer Assisted Language Learning," "Computers & Education," "Journal of Second Language Writing," and "Language Learning & Technology"; (B) the region with the most publications is Greater Asia, with the USA as the country with the most publications; (C) the majority of studies were conducted in EFL contexts; (D) tertiary contexts dominate, with the majority occurring at the undergraduate level in blended learning contexts; (E) the majority of studies examined feedback that contained both local and global feedback; (F) the majority of studies gave comprehensive feedback via a mix of direct and indirect feedback, were delivered within formative treatments, and used either asynchronous or mixtures of both asynchronous and synchronous modes; (G) as for types of technology used, multiple technologies were used most, followed by individual study tools, cloud-based word processors and shared documents, and network-based social computing; (H) most research orientations were descriptive or comparative and used non-experimental designs; and (I) the most popular sources of feedback were issued from teachers, AWEs, and peers. Eight studies investigated the use of feedback stemming from multiple sources. Finally, qualitative analyses explore emergent themes involving the intersection of source of feedback and technology type; in doing so, the authors describe, contextualize, and critique in rich detail how the use of artful combinations of technologies and sources are currently shaping the use of technology-mediated feedback in L2 writing instruction and research. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01