Teacher’s feedback vs. computer-generated feedback: A focus on articles
Main Article Content
Abstract
Author/s
Tamara Hernández Puertas
Escuela Oficial de Idiomas (Castellón), Spain
ABSTRACT
As attested by a vast number of studies, in the process of second/foreign language acquisition feedback plays an important role as it may trigger learners’ noticing of the mismatch between their interlanguage and the target language (Schmidt 1990). In foreign language classrooms, feedback on written production may not be properly provided due to a large number of students or time constraints (Chacón-Beltrán 2017). In this sense, the use of new technologies in the classroom may help both the teacher in the correction process and the student in his/her language development. In the present study we aim to compare feedback provided by the teacher and feedback provided by the software Grammar Checker (Lawley 2015). One group of English-as-a-foreign language (EFL) students received teacher’s feedback on their mistakes on articles in their written production whereas a second group obtained feedback on the same grammar aspect by means of the above-mentioned software. The control group did not obtain feedback on their errors. Results show statistically significant differences in the last composition for the group who received teacher’s feedback, although this feedback did not have a lasting effect in the tailor-made delayed test. In light of these findings, we may claim that the use of Grammar Checker as a potential tool for self-correction and feedback may facilitate students’ language development, at least on the grammar aspect under analysis.
Downloads
Article Details
References
Becker, H. J. 1991. “How computers are used in United States schools: Basic data from the 1989 IEA Computers in Education survey”. Journal of Educational Computing Research, 7, 385-406.
Bitchener, J. 2008. “Evidence in support of written corrective feedback”. Journal of Second Language Writing, 17 (2), 102-118.
Bitchener, J. and Ferris, D. R. 2012. Written corrective feedback in second language acquisition and writing. New York: Routledge.
Burston, J. 2008. “BonPatron: An online spelling, grammar, and expression checker”. Calico Journal, 25 (2), 337-347.
Cavaleri, M. and Dianati, S. 2016. “You want me to check your grammar again? The usefulness of an online grammar checker as perceived by students”. Journal of Academic Language & Learning, 10 (1), 223-236.
Chacón-Beltrán, R. 2017. “Free-form writing: computerized feedback for self-correction”. ELT Journal, 71 (2), 141-149.
Chandler, J. 2003. “The efficacy of various kinds of error feedback for improvement in the accuracy and fluency of L2 student writing”. Journal of Second Language Writing, 12, 267-296.
Chen, C-F. and Cheng, W-Y. 2006. The use of computer-based writing program: facilitation of frustration? Paper presented at the 23rd. International Conference on English Teaching and Learning in the Republic of China.
Chen, C-F. and Cheng, W-Y. 2008. “Beyond the design of automated writing evaluation: Pedagogical practices and perceived learning effectiveness in EFL writing classes”. Language Learning & Technology, 12 (2), 94-112.
Davis, F. D. 1989. “Perceived usefulness, perceived ease of use, and user acceptance of information technology”. MIS Quarterly, 13 (3), 319-339.
Dikli, S. 2006. “An overview of automated scoring of essays”. Journal of Technology, Learning, and Assessment, 5 (1), 1-35.
Ellis, R. 1994. The Study of Second Language Acquisition. Oxford: Oxford University Press.
Ellis, R. 2009. “A typology of written corrective feedback types”. ELT Journal, 63 (2), 97-107.
Ene, E. and Upton, T. A. 2014. “Learner uptake of teacher electronic feedback in ESL composition”. System, 46, 80-95.
Evans, N. W., Hartshorn, K. J., McCollum, R. M. and Wolfersberger, M. 2010. “Contextualizing corrective feedback in second language writing pedagogy”. Language Teaching Research, 14 (4), 445-463.
Fazio, L. 2001. “The effect of corrections and commentaries on the journal writing accuracy of minority- and majority-language students”. Journal of Second Language Writing, 10 (4), 235-249.
Ferris, D. R. 1999. “The case for grammar correction in L2 writing classes: A response to Truscott (1996)”. Journal of Second Language Writing, 8 (1), 1-11.
Ferris, D. R., Chaney, S. J., Komura, K., Roberts, B. J. and McKee, S. 2000. Perspectives, problems, and practices in treating written error. Colloquium presented at International TESOL Convention. (March 14-18, 2000).
Ferris, D. R. and Hedgcock, J. 2005. Teaching ESL composition: Purpose, process, and practice. Mahwah, NJ: Erlbaum.
Ferris, D. R. and Roberts, B. 2001. “Error feedback in L2 writing classes. How explicit does it need to be?” Journal of Second Language Writing, 10, 161-184.
Grammar Checker. 2 October 2015. http://www.e-uned.es/subscription/subscriptionsInfo.php?subID=CM
Guénette, D. 2007. “Is feedback pedagogically correct? Research design issues in studies of feedback on writing”. Journal of Second Language Writing, 16, 40-53.
Guichon, N. Betrancourt, M. and Prié, Y. 2012. “Managing written and oral negative feedback in a synchronous online teaching situation”. Computer Assisted Language Learning, 25 (2), 181-197.
Heift, T. and Hegelheimer, V. 2017. “Computer-assisted corrective feedback and language learning”. In Nassaji, H. and Kartchava, E. (Eds.) Corrective feedback in second language teaching and learning. New York: Routledge, 51-65.
Jewitt, C. 2002. “The move from page to screen: The multimodal reshaping of school English”. Journal of Visual Communication, 1 (2), 171-196.
Kress, G. 2010. Multimodality. A social semiotic approach to contemporary communication. London: Routledge.
Lawley, J. 2015. “New software to help EFL students self-correct their writing”. Language Learning & Technology, 19 (1), 23-33.
Lawley, J. 2016. “Spelling: computerised feedback for self-correction”. Computer Assisted Language Learning, 29 (5), 868-880.
Lee, I. 2013. “Research into practice: Written corrective feedback”. Language Teaching, 46 (1), 108-119.
Long, M. 1991. “Focus on form: A design feature in language teaching methodology”. In de Bot, K., C. Kramsch and R. Ginsburg (Eds.) Foreign language research in cross-cultural perspective. Amsterdam: John Benjamins, 39-52.
Lyster, R. 1998. “Recasts, repetition and ambiguity in L2 classroom discourse”. Studies in Second Language Acquisition, 20 (1), 51-80.
Lyster, R. and Mori, H. 2006. “Interactional feedback and instructional counterbalance”. Studies in Second Language Acquisition, 28, 269-300.
Mackey, A., Gass, S. and McDonough, K. 2000. “How do learners perceive interactional feedback?”. Studies in Second Language Acquisition, 22, 471-497.
Master, P. 1995. “Consciousness raising and article pedagogy”. In Belcher, D. and G. Brain (Eds.) Academic writing in a second language. Norwood, NJ.: Ablex, 183-204.
Nadasdi, T. and Sinclair, S. 2007. Anything I can do, CPU can do better: A comparison of human and computer grammar correction for L2 writing using BonPatron.com. Unpublished manuscript. 15 January 2018. https://sites.ualberta.ca/~tnadasdi/Dublin.htm.
Ortega, L. 2009. “The linguistic environment”. In Ortega, L. (Ed.) Understanding second language acquisition. London: Hodder Arnold, 71-76.
Panova, I. and Lyster, R. 2002. “Patterns of corrective feedback and uptake in an adult ESL classroom”. TESOL Quarterly, 36, 573-595.
Peterson, E. K. 2017. “The impact of computer-generated feedback on student perceptions of revision process”. Masters of Arts in Education Action Research Papers, 247. 28 August 2018. https://sophia.stkate.edu/maed/247
Philp, J. 2003. “Constraints on "noticing the gap": Nonnative speakers' noticing of recasts in NS-NNS interaction”. Studies in Second Language Acquisition, 25, 99-126.
Polio, C., Fleck, C. and Leder, N. 1998. “‘If only I had more time’: ESL learners’ changes in linguistic accuracy on essay revisions”. Journal of Second Language Writing, 7, 43-68.
Potter, R. and Fuller, D. 2008. “My new English partner? Using the Grammar Checker in writing instruction”. English Journal, 98 (1), 36-41.
Reiners, T., Dreher, C. and Dreher, H. 2011. “Six key topics for automated assessment utilization and acceptance”. Informatics in Education, 10 (1), 47-64.
Russell, J. and Spada, N. 2006. “The effectiveness of feedback for the acquisition of L2 grammar”. In Norris, J. D. and L. Ortega (Eds.) Synthesizing research on language learning and teaching. Amsterdam: John Benjamins, 133-164.
Sauro, S. 2009. “Computer-mediated corrective feedback and the development of L2 grammar”. Language Learning & Technology, 13 (1), 96-120.
Schmidt, R. 1990. “The role of consciousness in second language learning”. Applied Linguistics, 11 (2), 129-158.
Spada, N. 2011. “Beyond form-focused instruction: Reflections on past, present and future research”. Language Teaching, 44, 225-236.
Tiene, D. and Luft, P. 2001. “Teaching in a technology-rich classroom”. Educational Technology, 41, 23-31.
Truscott, J. 1996. “The case against grammar correction in L2 writing classes”. Language Learning, 46, 327-369.
Van Beuningen, N., de Jong, N. H. and Kuiken, F. 2008. “The effect of direct and indirect corrective feedback on L2 learners’ written accuracy”. International Journal of Applied Linguistics, 156, 279-296.
Ware, P. 2011. “Computer-generated feedback on student writing”. TESOL Quarterly, 45 (4), 769-774.
Ware, P. and Warschauer, M. 2005. “Electronic feedback and second language writing”. In Hyland, K. and F. Hyland (Eds.) Feedback and second language writing. Cambridge: Cambridge University Press, 1-29.
Warschauer, M. 2010. “Invited commentary: New tools for teaching writing”. Language Learning & Technology, 14 (1), 3–8.