'Ok I Think I Was Totally Wrong :) New Try!': Language Learning in WhatsApp through the Provision of Delayed Corrective Feedback Provided during and after Task Performance

Autor/inn/en	Murphy, Bridget; Mackay, Jessica; Tragant, Elsa
Titel	'Ok I Think I Was Totally Wrong :) New Try!': Language Learning in WhatsApp through the Provision of Delayed Corrective Feedback Provided during and after Task Performance
Quelle	In: Language Learning Journal, 51 (2023) 4, S.491-508 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Murphy, Bridget) ORCID (Mackay, Jessica) ORCID (Tragant, Elsa)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0957-1736
DOI	10.1080/09571736.2023.2223217
Schlagwörter	Second Language Learning; Second Language Instruction; Error Correction; Feedback (Response); English (Second Language); Student Attitudes; Computer Software; Telecommunications; Handheld Devices; Computer Mediated Communication; Transcripts (Written Records); Foreign Countries; Teaching Methods; Blended Learning; Adult Students; Universities; Peer Relationship; Spain + Suchen Sie Ihr Suchwort? Zweitsprachenerwerb; Fremdsprachenunterricht; Korrektur; English as second language; English; Second Language; Englisch als Zweitsprache; Schülerverhalten; Telekommunikationstechnik; Computerkonferenz; Ausland; Teaching method; Lehrmethode; Unterrichtsmethode; Adult; Adults; Student; Students; Erwachsenenalter; Studentin; Schüler; Schülerin; University; Universität; Peer-Beziehungen; Spanien
Abstract	Given the prominence of online teaching over the last few years, mobile instant messaging (MIM) has grown in importance for students studying English outside of class. Applications like WhatsApp have the potential to provide language learners the opportunity to practise communicative strategies while receiving feedback from a teacher. To explore feedback provision in a MIM context, the present study examined the experience of 11 English as a foreign language learners in Spain while they received two types of delayed corrective feedback in a WhatsApp group, used as an extension of their online B2 English course. For five weeks students completed weekly language-based tasks from which errors were selected and received feedback either during the tasks or after the series of tasks were completed. The chat transcript was analysed to give a holistic view of the interaction within the group, and students' perspectives on the feedback provision were gathered through semi-structured interviews and questionnaires. Overall students were more responsive to, more successful at, and preferred, repairing their own errors while receiving correction during the tasks. Addressing the lack of research on language learning in MIM contexts and different approaches to corrective feedback timing, this study contributes insight into future research and pedagogical implications for practitioners. (As Provided).
Anmerkungen	Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01