Learner Uptake of Feedback in Text-Based Synchronous Computer Mediated Communication (SCMC)
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초록
The purposes of this study are to investigate: 1) the effect of focus on form instruction including corrective feedback on learners’ grammatical competence; 2) types of feedback that successfully elicit learner uptake; 3) learners’ corrective feedback to peers; and 4) learners’ recall of feedback in text-based Synchronous Computer Mediated Communication (SCMC). Six learners participated in text chat and were provided implicit corrective feedback. The chat session were analyzed to examine learners’ response to corrective feedback and types of peers’ feedback. The major findings are as follows: 1) through planned focus on form instruction and corrective feedback, most learners became better aware of the appropriate use of verb tense in the present and past perfect form and conditionals; 2) elicitation, repetition, and clarification request successfully drew learners’ uptake, and recast was the most frequently found type of corrective feedback; and 3) learners recalled a low rate of corrective feedback after sessions. The findings of the study suggest that corrective feedback in text chat helps learners improve accuracy and awareness of target grammatical features. Further study is suggested to investigate follow up activities leading to subsequent learning and an appropriate combination of text-based SCMC with classroom activities.
Abstract
The purposes of this study are to investigate: 1) the effect of focus on form instruction including corrective feedback on learners’ grammatical competence; 2) types of feedback that successfully elicit learner uptake; 3) learners’ corrective feedback to peers; and 4) learners’ recall of feedback in text-based Synchronous Computer Mediated Communication (SCMC). Six learners participated in text chat and were provided implicit corrective feedback. The chat session were analyzed to examine learners’ response to corrective feedback and types of peers’ feedback. The major findings are as follows: 1) through planned focus on form instruction and corrective feedback, most learners became better aware of the appropriate use of verb tense in the present and past perfect form and conditionals; 2) elicitation, repetition, and clarification request successfully drew learners’ uptake, and recast was the most frequently found type of corrective feedback; and 3) learners recalled a low rate of corrective feedback after sessions. The findings of the study suggest that corrective feedback in text chat helps learners improve accuracy and awareness of target grammatical features. Further study is suggested to investigate follow up activities leading to subsequent learning and an appropriate combination of text-based SCMC with classroom activities.
참고문헌 (24)
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