Extensive Focus on Form Through Text-based Online Chat for Korean College Students
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초록
This study investigated the benefits of communicative extensive focus on form through text-based online chat for Korean college students. Thirty-two college students participated in three text chat sessions. The learners interacted with the researcher one-on-one to complete a role-play task. The researcher provided corrective feedback or help whenever a pertinent need arose during the task. A week after the task, the learners took an individualized posttest. The learners generated 321 Focus on Form Episodes (FFEs) and 112 Error Episodes (EEs) during the role-play task. The posttest results indicated that forms addressed in the FFEs were significantly more likely to be correct than those in the EEs. A logistic regression analysis indicated that four FFE-related variables (feedback complexity, metalinguistic explanation, successful uptake, and post-task report) significantly influenced correct scores on the FFE-based test items. A post-hoc analysis revealed that learners whose interaction speed was relatively high benefited significantly from metalinguistic explanation and post-task reporting, whereas their low-speed peers benefited from simple feedback and production of successful uptake.
Abstract
This study investigated the benefits of communicative extensive focus on form through text-based online chat for Korean college students. Thirty-two college students participated in three text chat sessions. The learners interacted with the researcher one-on-one to complete a role-play task. The researcher provided corrective feedback or help whenever a pertinent need arose during the task. A week after the task, the learners took an individualized posttest. The learners generated 321 Focus on Form Episodes (FFEs) and 112 Error Episodes (EEs) during the role-play task. The posttest results indicated that forms addressed in the FFEs were significantly more likely to be correct than those in the EEs. A logistic regression analysis indicated that four FFE-related variables (feedback complexity, metalinguistic explanation, successful uptake, and post-task report) significantly influenced correct scores on the FFE-based test items. A post-hoc analysis revealed that learners whose interaction speed was relatively high benefited significantly from metalinguistic explanation and post-task reporting, whereas their low-speed peers benefited from simple feedback and production of successful uptake.
참고문헌 (41)
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