The Effectiveness of Incidental Focus on Form for English Learning in Text-Based Online Chat
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This study investigated the effectiveness of incidental focus on form for second language (L2) learning mediated by text-based online chat. Twelve ESL learners interacted one-on-one with an ESL teacher for a role-play task using Windows Live Messenger. Immediately after the task, the learners reviewed their chatscript and reported their perceived learning outcomes. A week after the task, the learners took an individualized posttest which measured the learners’ ability to recall the specific forms addressed during the role-play task. The learners were also tested for their ability to self-correct their errors which had not been treated during the task. The posttest results indicated that the learners’ performance was significantly better on the test items about the forms addressed during the task than on the items about the untreated errors. Logistic regression analyses identified simple feedback as a primary indicator of the correct test scores. Directness and post-task report were also found to be two other features that contributed to the correct scores, depending on the learner. Implications are discussed for incorporating incidental focus on form into L2 teacher training courses and also into an online learning program for L2 learners who seek an additional opportunity to improve their L2 proficiency.
Abstract
This study investigated the effectiveness of incidental focus on form for second language (L2) learning mediated by text-based online chat. Twelve ESL learners interacted one-on-one with an ESL teacher for a role-play task using Windows Live Messenger. Immediately after the task, the learners reviewed their chatscript and reported their perceived learning outcomes. A week after the task, the learners took an individualized posttest which measured the learners’ ability to recall the specific forms addressed during the role-play task. The learners were also tested for their ability to self-correct their errors which had not been treated during the task. The posttest results indicated that the learners’ performance was significantly better on the test items about the forms addressed during the task than on the items about the untreated errors. Logistic regression analyses identified simple feedback as a primary indicator of the correct test scores. Directness and post-task report were also found to be two other features that contributed to the correct scores, depending on the learner. Implications are discussed for incorporating incidental focus on form into L2 teacher training courses and also into an online learning program for L2 learners who seek an additional opportunity to improve their L2 proficiency.
참고문헌 (36)
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