Features of Written Feedback Received in a Social Networking Site for Language Learning
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The purpose of this article is to examine the types of written feedback L2 learners receive at a language-learning social networking site (SNS) called Lang-8, where people learn each other’s languages through writing and feedback activities. The analysis of 50 writing entries involving 145 reviews by 85 feedback providers revealed the unique characteristics of written feedback in the Lang-8 environment, including both corrective responses to writing errors and message- related comments, the supportive nature of communicative feedback, a short wait-time, more focus on L2 development than composition skills, explicit error indication and correction, a low frequency of meta-linguistic explanation, and the involvement of multiple native L2 speakers. Based on these findings, suggestions are offered to help L2 writing teachers to make an informed decision when they consider integrating language-learning SNSs into their L2 writing classes.
Abstract
The purpose of this article is to examine the types of written feedback L2 learners receive at a language-learning social networking site (SNS) called Lang-8, where people learn each other’s languages through writing and feedback activities. The analysis of 50 writing entries involving 145 reviews by 85 feedback providers revealed the unique characteristics of written feedback in the Lang-8 environment, including both corrective responses to writing errors and message- related comments, the supportive nature of communicative feedback, a short wait-time, more focus on L2 development than composition skills, explicit error indication and correction, a low frequency of meta-linguistic explanation, and the involvement of multiple native L2 speakers. Based on these findings, suggestions are offered to help L2 writing teachers to make an informed decision when they consider integrating language-learning SNSs into their L2 writing classes.
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