Effects of Metalinguistic Corrective Feedback on Novice EFL Students' Digital Game-Based Grammar Learning Performances, Perceptions and Behavioural Patterns

Autor/inn/en	Lo-An Liu; Gwo-Jen Hwang
Titel	Effects of Metalinguistic Corrective Feedback on Novice EFL Students' Digital Game-Based Grammar Learning Performances, Perceptions and Behavioural Patterns
Quelle	In: British Journal of Educational Technology, 55 (2024) 2, S. 687-711Infoseite zur Zeitschrift PDF als Volltext Link als defekt meldenVerfügbarkeit
Zusatzinformation	ORCID (Gwo-Jen Hwang)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0007-1013
DOI	10.1111/bjet.13400
Schlagwörter	Forschungsbericht; Metalinguistics; Error Correction; English (Second Language); Second Language Learning; Second Language Instruction; Computer Games; Grammar; Learning Processes; Self Efficacy; Learning Motivation; Behavior Patterns; Novices; Teaching Methods; Comparative Analysis; Learner Engagement; College Students; Student Attitudes + Suchen Sie Ihr Suchwort? Metalanguage; Metasprache; Korrektur; English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Fremdsprachenunterricht; Computer game; Computerspiel; Computerspiele; Grammatik; Learning process; Lernprozess; Self-efficacy; Selbstwirksamkeit; Motivation for studies; Lernmotivation; Teaching method; Lehrmethode; Unterrichtsmethode; Collegestudent; Schülerverhalten
Abstract	Learning with digital games has gained considerable popularity. While digital game-based learning has the potential to improve learners' language learning achievement, engagement and motivation, there still exists a gap when it comes to providing effective feedback to learners within these games. Conventional digital games generally provide learners with immediate error correction, which could be of less help to learners when learning complex language content, such as grammar. In this study, a metalinguistic corrective feedback-based digital gaming approach is proposed. Moreover, an experiment was conducted to explore how digital games, combined with metalinguistic corrective feedback, affect novice English learners' grammar learning achievement, as well as their perceptions of learning motivation, self-efficacy and flow experience during learning. Lag sequential analysis was also applied to identify differences in the behavioural patterns of the two groups. A total of 76 university students participated in this study. The experimental group learned the target grammar via digital games combined with metalinguistic corrective feedback, whereas the control group learned with digital games combined with regular feedback, which is immediate error correction. The results suggest that metalinguistic corrective feedback has a positive impact on students' grammar learning, and benefits students who have lower initial intrinsic motivation and self-efficacy. Different feedback types also lead to diverse learning behaviours. (As Provided).
Anmerkungen	Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us
Begutachtung	Peer reviewed
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2025/2/06