JOURNAL OF THE MIDWEST MODERN LANGUAGE ASSOCIATION最新文献_第9页

The importance of seeking feedback for benefiting from feedback: A case of second language writing 寻求反馈对于从反馈中获益的重要性：以第二语言写作为例

3区文学

JOURNAL OF THE MIDWEST MODERN LANGUAGE ASSOCIATION Pub Date : 2024-05-10 DOI: 10.1111/modl.12923

Mostafa Papi, Mahmoud Abdi Tabari, Masatoshi Sato

{"title":"The importance of seeking feedback for benefiting from feedback: A case of second language writing","authors":"Mostafa Papi, Mahmoud Abdi Tabari, Masatoshi Sato","doi":"10.1111/modl.12923","DOIUrl":"https://doi.org/10.1111/modl.12923","url":null,"abstract":"This study explored the role of feedback‐seeking behaviors (FSB) in how English‐as‐a‐second language (ESL) learners benefit from written corrective feedback (WCF). Seventy‐six learners enrolled in an ESL writing course at a major university in the United States completed an FSB questionnaire, wrote a narrative essay, received WCF on their essays, and were given the opportunity to seek further feedback while revising their essays. Five writing measures were used to assess the quality of the revised essays and code the WCF provided. Paired‐samples t‐tests showed that the students made statistically significant improvements in all but one (content) of the target measures. Multiple regression analyses showed that WCF predicted improvements in only one measure (language use), whereas the learners’ feedback monitoring (an implicit feedback‐seeking strategy involving attending to, processing, and using feedback) predicted the organization, vocabulary, language use, mechanics, as well as the overall quality of the students’ revisions. The results suggest that students benefit from WCF only if they seek, process, and use it. These findings confirmed the importance of feedback monitoring in how students benefit from WCF and support a learner‐centered perspective that views students as proactive agents in the feedback process. Theoretical and pedagogical implications are discussed.","PeriodicalId":42049,"journal":{"name":"JOURNAL OF THE MIDWEST MODERN LANGUAGE ASSOCIATION","volume":"64 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-05-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140910662","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"文学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

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Call for applications for the editorship of The Modern Language Journal 征集《现代语言杂志》编辑申请

3区文学

JOURNAL OF THE MIDWEST MODERN LANGUAGE ASSOCIATION Pub Date : 2024-05-09 DOI: 10.1111/modl.12933

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Language education in a brave new world: A dialectical imagination 勇敢新世界中的语言教育：辩证的想象力

3区文学

JOURNAL OF THE MIDWEST MODERN LANGUAGE ASSOCIATION Pub Date : 2024-05-09 DOI: 10.1111/modl.12930

Xuesong Gao

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Generative artificial intelligence, co‐evolution, and language education 生成式人工智能、共同进化和语言教育

3区文学

JOURNAL OF THE MIDWEST MODERN LANGUAGE ASSOCIATION Pub Date : 2024-05-09 DOI: 10.1111/modl.12932

Steven L. Thorne

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The future of language learning teaching in a technology‐mediated 21st century 以技术为媒介的 21 世纪语言学习教学的未来

3区文学

JOURNAL OF THE MIDWEST MODERN LANGUAGE ASSOCIATION Pub Date : 2024-05-09 DOI: 10.1111/modl.12928

Marta González‐Lloret

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Open generative AI changes a lot, but not everything 开放式生成人工智能改变了很多，但并非一切

3区文学

JOURNAL OF THE MIDWEST MODERN LANGUAGE ASSOCIATION Pub Date : 2024-05-09 DOI: 10.1111/modl.12927

Carol A. Chapelle

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Sur les traces de Richard Kern: Acknowledging the pivotal role of technologies in language education 理查德-克恩的足迹承认技术在语言教育中的关键作用

3区文学

JOURNAL OF THE MIDWEST MODERN LANGUAGE ASSOCIATION Pub Date : 2024-05-09 DOI: 10.1111/modl.12931

Nicolas Guichon

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Has artificial intelligence rendered language teaching obsolete? 人工智能让语言教学过时了吗？

3区文学

JOURNAL OF THE MIDWEST MODERN LANGUAGE ASSOCIATION Pub Date : 2024-05-09 DOI: 10.1111/modl.12929

Zoe Handley

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Twenty‐first century technologies and language education: Charting a path forward 二十一世纪的技术与语言教育：规划前进之路

3区文学

JOURNAL OF THE MIDWEST MODERN LANGUAGE ASSOCIATION Pub Date : 2024-05-08 DOI: 10.1111/modl.12924

Richard Kern

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Exploring the associations among task complexity, task motivation, task engagement, and linguistic complexity in L2 writing 探索第二语言写作中任务复杂性、任务动机、任务参与度和语言复杂性之间的联系

3区文学

JOURNAL OF THE MIDWEST MODERN LANGUAGE ASSOCIATION Pub Date : 2024-04-30 DOI: 10.1111/modl.12921

Mahmoud Abdi Tabari, Bronson Hui

{"title":"Exploring the associations among task complexity, task motivation, task engagement, and linguistic complexity in L2 writing","authors":"Mahmoud Abdi Tabari, Bronson Hui","doi":"10.1111/modl.12921","DOIUrl":"https://doi.org/10.1111/modl.12921","url":null,"abstract":"The interactions among cognitive, affective, and linguistic factors have received scant attention in task‐based writing research. To address this gap, this study aims to examine the relationships among task complexity, task motivation, task engagement, and syntactic complexity in second language (L2) writing. One hundred L2 learners enrolled in an English‐as‐a‐second‐language (ESL) writing course at a university in the United States performed simple and complex versions of an argumentative writing task at a 1‐week interval. After each task performance, participants completed questionnaires examining their task motivation. Task engagement was measured through time on task and length of production. The essays were analyzed using specific syntactic complexity measures. The results showed that the participants dedicated more time to the complex task and displayed higher motivation levels in two orientations (identified and intention). Furthermore, they produced fewer words when faced with a complex task. Additionally, task complexity influenced only one dimension of syntactic complexity. Finally, time on task predicted two dimensions of syntactic complexity (mean length of T‐unit and mean number of complex nominals per clause). These results emphasize the need to consider cognitive, affective, and linguistic factors in task‐based writing research. By doing so, educators can develop writing tasks that effectively engage ESL learners, enhance their motivation, and promote their linguistic growth.","PeriodicalId":42049,"journal":{"name":"JOURNAL OF THE MIDWEST MODERN LANGUAGE ASSOCIATION","volume":"45 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-04-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140818103","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"文学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

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