Is corrective feedback during telecollaboration beneficial? The effects of peer and teacher corrections on L2 writing proficiency

IF 5 1区文学 Q1 LINGUISTICS

Journal of Second Language Writing Pub Date : 2024-03-16 DOI:10.1016/j.jslw.2024.101098

Lieselotte Sippel , Ines A. Martin

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Abstract

This study investigated the effectiveness of peer and teacher feedback during telecollaboration, specifically, a semester-long email exchange. Participants included 38 students from three sections of a second-semester German course at a US university. They were paired with 40 students of English at a high school in Germany. Of the three second-semester German sections, one group was assigned to a peer feedback condition (N = 15), one to a teacher feedback condition (N = 10), and one to a telecollaboration-only condition (N = 13). Over the course of the semester, each learner sent one German and one English email per week to their email partner. The peer feedback group received corrective feedback on their German emails from their email partners whereas the teacher feedback group received corrections from their instructor. The telecollaboration-only group did not receive corrections. Results from the DIALANG writing test for German, administered at the beginning and the end of the semester, showed that the peer feedback group improved the most on measures of L2 writing, the teacher feedback group made some improvement, and the telecollaboration-only group did not improve. Additional data from tailor-made posttests mirrored these results. Pedagogical implications of these findings are discussed.

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远程协作中的纠正反馈是否有益？同伴和教师纠正对 L2 写作水平的影响

本研究调查了远程协作过程中同伴和教师反馈的有效性，特别是为期一学期的电子邮件交流。参与者包括来自美国一所大学第二学期德语课程三个部分的 38 名学生。他们与德国一所高中的 40 名英语专业学生配对。在三个第二学期的德语班中，一组被分配到同伴反馈条件下（15 人），一组被分配到教师反馈条件下（10 人），一组被分配到纯远程协作条件下（13 人）。在整个学期中，每位学习者每周向他们的电子邮件伙伴发送一封德语电子邮件和一封英语电子邮件。同伴反馈组的德语邮件会收到来自其电子邮件伙伴的纠正反馈，而教师反馈组则会收到来自其教师的纠正反馈。只进行远程协作的小组则没有收到纠正意见。学期开始和结束时进行的 DIALANG 德语写作测试结果表明，同伴反馈组在 L2 写作方面进步最大，教师反馈组有一些进步，仅远程协作组没有进步。其他量身定制的后测数据也反映了这些结果。本文讨论了这些研究结果的教学意义。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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来源期刊

Journal of Second Language Writing LINGUISTICS-

CiteScore

8.80

自引率

13.10%

发文量

审稿时长

59 days

期刊介绍： The Journal of Second Language Writing is devoted to publishing theoretically grounded reports of research and discussions that represent a significant contribution to current understandings of central issues in second and foreign language writing and writing instruction. Some areas of interest are personal characteristics and attitudes of L2 writers, L2 writers'' composing processes, features of L2 writers'' texts, readers'' responses to L2 writing, assessment/evaluation of L2 writing, contexts (cultural, social, political, institutional) for L2 writing, and any other topic clearly relevant to L2 writing theory, research, or instruction.