Technology-mediated feedback and instruction最新文献

The role of task repetition and learner self-assessment in technology-mediated task performance 任务重复和学习者自我评估在技术中介任务绩效中的作用

Technology-mediated feedback and instruction Pub Date : 2019-11-01 DOI: 10.1075/ITL.19013.KAR

Eva Kartchava, Hossein Nassaji

{"title":"The role of task repetition and learner self-assessment in technology-mediated task performance","authors":"Eva Kartchava, Hossein Nassaji","doi":"10.1075/ITL.19013.KAR","DOIUrl":"https://doi.org/10.1075/ITL.19013.KAR","url":null,"abstract":"\u0000This study examines the impact of task repetition on second language learners’ task performance and the mediating role of teacher feedback and learner self-assessment on oral performance. The study was conducted in a university-based English for Academic Purposes (EAP) program, where, as part of a course, intermediate proficiency learners (n = 52) were tasked with preparing and delivering a technology-mediated oral presentation (i.e., task) on a topic of their choice. First, they presented the task to the whole-class, reflected on their performance in terms of language and format quality, and received teacher’s feedback. Four weeks later, they produced a second recording and reflected on it again. A comparison group (n = 26) also delivered a presentation before a class but did it once, without reflection or teacher feedback. Both groups used technology to prepare, deliver, and document their presentations. The recordings were rated on six rubric-determined traits by the teacher and an independent rater, and the scores were compared between groups. To determine the effects of self-assessment, coupled with teacher feedback, on task repetition, learners’ written reflections and teacher’s comments were analyzed using discourse coding techniques. The results revealed benefits for task repetition and self-assessment during the performance of the same task for the experimental group, confirming the importance of task repetition in EAP contexts and the need for continuous and teacher-supported learner self-assessment in learner task performance and outcome.","PeriodicalId":185876,"journal":{"name":"Technology-mediated feedback and instruction","volume":"45 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"125731726","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 6

A meta-analysis of the effects of instruction and corrective feedback on L2 pragmatics and the role of moderator variables 指导和纠正反馈对二语语用影响及调节变量作用的元分析

Technology-mediated feedback and instruction Pub Date : 2019-11-01 DOI: 10.1075/ITL.19012.YOU

Marziyeh Yousefi, Hossein Nassaji

{"title":"A meta-analysis of the effects of instruction and corrective feedback on L2 pragmatics and the role of moderator\u0000 variables","authors":"Marziyeh Yousefi, Hossein Nassaji","doi":"10.1075/ITL.19012.YOU","DOIUrl":"https://doi.org/10.1075/ITL.19012.YOU","url":null,"abstract":"\u0000 This paper reports the results of a meta-analysis of 39 published studies conducted during the last decade (from\u0000 2006 to 2016) on the effects of instruction and corrective feedback on learning second language (L2) pragmatics. The study\u0000 meta-analyzed the effects of instruction in terms of several moderator variables including mode of instruction, type of\u0000 instruction, outcome measures, length of instruction, language proficiency, and durability of the instructional effects. It was\u0000 found that (a) computer-assisted instruction generated larger effects than face-to-face instruction, (b) instruction was generally\u0000 more effective for L2 pragmatic comprehension than production, (c) instruction produced larger effects when tested by selected\u0000 response outcome measures although different patterns were observed across explicit-implicit categories, (d) longer treatments\u0000 generated a larger effect size than shorter treatments, (e) studies conducted with intermediate level learners produced larger\u0000 effect sizes than beginner or advanced level learners, and (f) the observed effects of instruction were maintained.","PeriodicalId":185876,"journal":{"name":"Technology-mediated feedback and instruction","volume":"14 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"131543625","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 13

Technology-mediated task-based interaction 技术介导的基于任务的交互

Technology-mediated feedback and instruction Pub Date : 2019-11-01 DOI: 10.1075/itl.19014.zie

Nicole Ziegler, Huy Phung

引用次数: 9

The provision and efficacy of peer feedback in blogs versus paper-based writing 博客与纸质写作中同伴反馈的提供和有效性

Technology-mediated feedback and instruction Pub Date : 2019-11-01 DOI: 10.1075/itl.19011.lir

Maria-Lourdes Lira-Gonzales, Hossein Nassaji

引用次数: 4

A longitudinal observation of technology-mediated feedback for L2 learners of German 第二语言德语学习者技术中介反馈的纵向观察

Technology-mediated feedback and instruction Pub Date : 2019-11-01 DOI: 10.1075/ITL.19009.HEI

T. Heift

引用次数: 4

The interaction between inhibitory control and corrective feedback timing 抑制控制与纠正反馈时间的相互作用

Technology-mediated feedback and instruction Pub Date : 2019-09-04 DOI: 10.1075/itl.19010.yil

Yucel Yilmaz, Ayşenur Sağdıç

引用次数: 18