Supporting L2 novice online learners: Teacher feedback on output-based tasks and Q&A activities
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Motivated by the need to integrate task-based language teaching and technology to provide a profound theoretical foundation in online learning and facilitate the second language (L2) learning through technology, the present study compared two educational practices. The study investigates L2 learners’ perception toward both Teacher Feedback on an Output-based Task (FOT) and Question-and-Answer (Q&A) activities and the effects of them on written performance. A total of 111 professional graduate students enrolled in a 15-week online course participated in the two educational treatments, involving asynchronous computer-mediated communication, a questionnaire that featured a 5-point Likert scale, closed-ended questions, and open-ended questions and a sentence written test, which comprised the main data. The present study finds that: 1) the participants generally perceived both practices positively but preferred the FOT to the Q&A, and 2) the FOT significantly improved L2 written performance compared to the Q&A activities. Experimental and pedagogical needs of technology-mediated tasks in relation to learner and task factors in computer-assisted language learning are also discussed.
Abstract
Motivated by the need to integrate task-based language teaching and technology to provide a profound theoretical foundation in online learning and facilitate the second language (L2) learning through technology, the present study compared two educational practices. The study investigates L2 learners’ perception toward both Teacher Feedback on an Output-based Task (FOT) and Question-and-Answer (Q&A) activities and the effects of them on written performance. A total of 111 professional graduate students enrolled in a 15-week online course participated in the two educational treatments, involving asynchronous computer-mediated communication, a questionnaire that featured a 5-point Likert scale, closed-ended questions, and open-ended questions and a sentence written test, which comprised the main data. The present study finds that: 1) the participants generally perceived both practices positively but preferred the FOT to the Q&A, and 2) the FOT significantly improved L2 written performance compared to the Q&A activities. Experimental and pedagogical needs of technology-mediated tasks in relation to learner and task factors in computer-assisted language learning are also discussed.
참고문헌 (25)
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