探索自动书面纠正反馈对 EFL 学习者学术写作技能的影响:活动理论视角

IF 4.8 2区 教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH
Masoud Rahimi, Jalil Fathi, Di Zou
{"title":"探索自动书面纠正反馈对 EFL 学习者学术写作技能的影响:活动理论视角","authors":"Masoud Rahimi, Jalil Fathi, Di Zou","doi":"10.1007/s10639-024-12896-5","DOIUrl":null,"url":null,"abstract":"<p>Grounded in the activity theory, we adopted a sequential explanatory mixed-methods approach to explore the impact of automated written corrective feedback (AWCF) on English as a foreign language (EFL) learners’ academic writing skills (i.e. task achievement, coherence and cohesion, lexicon, and grammatical range and accuracy). To this end, two intact classes were selected and randomly assigned to an electronic class (30 EFL learners), receiving AWCF electronically, and a non-electronic class (26 EFL learners), receiving written corrective feedback (WCF) non-electronically. Both groups of learners engaged in interactive writing activities guided by the principles of the activity theory, which capitalised on the roles of writing collaboration, social environment, and the mediation of electronic/nonelectronic artefacts to develop the writing skills. The required quantitative and qualitative data were collected via IELTS academic writing Task 1 and Task 2, a stimulated recall technique, and an individual semi-structured interview. The results of one-way ANCOVA indicated that the electronic learners outperformed their non-electronic counterparts in writing performance, task achievement, and grammatical range and accuracy, whilst no significant differences were found between the two groups’ coherence and cohesion and lexicon. The stimulated recall technique, conducted with seven electronic EFL learners, confirmed the electronic learners’ behavioural, cognitive, and affective engagement with the AWCF. The individual semi-structured interview, conducted with the same electronic learners, also indicated the electronic learners’ positive and negative attitudes and perceptions towards the AWCF, further corroborating the findings. Pedagogical implications are discussed within the framework of the activity theory to clarify how instructional procedures and learning environments can be designed to more effectively contribute to EFL learners’ interactive writing activities and, hence, their writing skills development.</p>","PeriodicalId":51494,"journal":{"name":"Education and Information Technologies","volume":null,"pages":null},"PeriodicalIF":4.8000,"publicationDate":"2024-07-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"0","resultStr":"{\"title\":\"Exploring the impact of automated written corrective feedback on the academic writing skills of EFL learners: An activity theory perspective\",\"authors\":\"Masoud Rahimi, Jalil Fathi, Di Zou\",\"doi\":\"10.1007/s10639-024-12896-5\",\"DOIUrl\":null,\"url\":null,\"abstract\":\"<p>Grounded in the activity theory, we adopted a sequential explanatory mixed-methods approach to explore the impact of automated written corrective feedback (AWCF) on English as a foreign language (EFL) learners’ academic writing skills (i.e. task achievement, coherence and cohesion, lexicon, and grammatical range and accuracy). To this end, two intact classes were selected and randomly assigned to an electronic class (30 EFL learners), receiving AWCF electronically, and a non-electronic class (26 EFL learners), receiving written corrective feedback (WCF) non-electronically. Both groups of learners engaged in interactive writing activities guided by the principles of the activity theory, which capitalised on the roles of writing collaboration, social environment, and the mediation of electronic/nonelectronic artefacts to develop the writing skills. The required quantitative and qualitative data were collected via IELTS academic writing Task 1 and Task 2, a stimulated recall technique, and an individual semi-structured interview. The results of one-way ANCOVA indicated that the electronic learners outperformed their non-electronic counterparts in writing performance, task achievement, and grammatical range and accuracy, whilst no significant differences were found between the two groups’ coherence and cohesion and lexicon. The stimulated recall technique, conducted with seven electronic EFL learners, confirmed the electronic learners’ behavioural, cognitive, and affective engagement with the AWCF. The individual semi-structured interview, conducted with the same electronic learners, also indicated the electronic learners’ positive and negative attitudes and perceptions towards the AWCF, further corroborating the findings. Pedagogical implications are discussed within the framework of the activity theory to clarify how instructional procedures and learning environments can be designed to more effectively contribute to EFL learners’ interactive writing activities and, hence, their writing skills development.</p>\",\"PeriodicalId\":51494,\"journal\":{\"name\":\"Education and Information Technologies\",\"volume\":null,\"pages\":null},\"PeriodicalIF\":4.8000,\"publicationDate\":\"2024-07-30\",\"publicationTypes\":\"Journal Article\",\"fieldsOfStudy\":null,\"isOpenAccess\":false,\"openAccessPdf\":\"\",\"citationCount\":\"0\",\"resultStr\":null,\"platform\":\"Semanticscholar\",\"paperid\":null,\"PeriodicalName\":\"Education and Information Technologies\",\"FirstCategoryId\":\"95\",\"ListUrlMain\":\"https://doi.org/10.1007/s10639-024-12896-5\",\"RegionNum\":2,\"RegionCategory\":\"教育学\",\"ArticlePicture\":[],\"TitleCN\":null,\"AbstractTextCN\":null,\"PMCID\":null,\"EPubDate\":\"\",\"PubModel\":\"\",\"JCR\":\"Q1\",\"JCRName\":\"EDUCATION & EDUCATIONAL RESEARCH\",\"Score\":null,\"Total\":0}","platform":"Semanticscholar","paperid":null,"PeriodicalName":"Education and Information Technologies","FirstCategoryId":"95","ListUrlMain":"https://doi.org/10.1007/s10639-024-12896-5","RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q1","JCRName":"EDUCATION & EDUCATIONAL RESEARCH","Score":null,"Total":0}
引用次数: 0

摘要

以活动理论为基础,我们采用了一种顺序解释混合方法来探讨自动书面纠正反馈(AWCF)对英语作为外语(EFL)学习者学术写作技能(即任务成就、连贯性和内聚力、词汇、语法范围和准确性)的影响。为此,我们选择了两个完整的班级,并将其随机分配给一个电子班(30 名 EFL 学习者)和一个非电子班(26 名 EFL 学习者),前者以电子方式接受 AWCF,后者以非电子方式接受书面纠正反馈(WCF)。两组学习者都参与了以活动理论为指导的互动写作活动,活动理论利用写作协作、社会环境和电子/非电子产品的中介作用来发展写作技能。所需的定量和定性数据通过雅思学术写作任务 1 和任务 2、刺激回忆技术和个人半结构式访谈收集。单向方差分析结果表明,电子学习者在写作表现、任务完成情况、语法范围和准确性方面优于非电子学习者,而两组学生在连贯性、内聚力和词汇方面没有发现显著差异。对七名电子英语学习者进行的刺激回忆技术证实,电子学习者在行为、认知和情感上都参与了《全英语学习者论坛》。对这些电子学习者进行的个人半结构式访谈也表明了电子学习者对 AWCF 的积极和消极态度和看法,进一步证实了研究结果。我们在活动理论的框架内讨论了教学意义,以阐明如何设计教学程序和学习环境,从而更有效地促进英语学习者的互动写作活动,进而提高他们的写作技能。
本文章由计算机程序翻译,如有差异,请以英文原文为准。

Exploring the impact of automated written corrective feedback on the academic writing skills of EFL learners: An activity theory perspective

Exploring the impact of automated written corrective feedback on the academic writing skills of EFL learners: An activity theory perspective

Grounded in the activity theory, we adopted a sequential explanatory mixed-methods approach to explore the impact of automated written corrective feedback (AWCF) on English as a foreign language (EFL) learners’ academic writing skills (i.e. task achievement, coherence and cohesion, lexicon, and grammatical range and accuracy). To this end, two intact classes were selected and randomly assigned to an electronic class (30 EFL learners), receiving AWCF electronically, and a non-electronic class (26 EFL learners), receiving written corrective feedback (WCF) non-electronically. Both groups of learners engaged in interactive writing activities guided by the principles of the activity theory, which capitalised on the roles of writing collaboration, social environment, and the mediation of electronic/nonelectronic artefacts to develop the writing skills. The required quantitative and qualitative data were collected via IELTS academic writing Task 1 and Task 2, a stimulated recall technique, and an individual semi-structured interview. The results of one-way ANCOVA indicated that the electronic learners outperformed their non-electronic counterparts in writing performance, task achievement, and grammatical range and accuracy, whilst no significant differences were found between the two groups’ coherence and cohesion and lexicon. The stimulated recall technique, conducted with seven electronic EFL learners, confirmed the electronic learners’ behavioural, cognitive, and affective engagement with the AWCF. The individual semi-structured interview, conducted with the same electronic learners, also indicated the electronic learners’ positive and negative attitudes and perceptions towards the AWCF, further corroborating the findings. Pedagogical implications are discussed within the framework of the activity theory to clarify how instructional procedures and learning environments can be designed to more effectively contribute to EFL learners’ interactive writing activities and, hence, their writing skills development.

求助全文
通过发布文献求助,成功后即可免费获取论文全文。 去求助
来源期刊
Education and Information Technologies
Education and Information Technologies EDUCATION & EDUCATIONAL RESEARCH-
CiteScore
10.00
自引率
12.70%
发文量
610
期刊介绍: The Journal of Education and Information Technologies (EAIT) is a platform for the range of debates and issues in the field of Computing Education as well as the many uses of information and communication technology (ICT) across many educational subjects and sectors. It probes the use of computing to improve education and learning in a variety of settings, platforms and environments. The journal aims to provide perspectives at all levels, from the micro level of specific pedagogical approaches in Computing Education and applications or instances of use in classrooms, to macro concerns of national policies and major projects; from pre-school classes to adults in tertiary institutions; from teachers and administrators to researchers and designers; from institutions to online and lifelong learning. The journal is embedded in the research and practice of professionals within the contemporary global context and its breadth and scope encourage debate on fundamental issues at all levels and from different research paradigms and learning theories. The journal does not proselytize on behalf of the technologies (whether they be mobile, desktop, interactive, virtual, games-based or learning management systems) but rather provokes debate on all the complex relationships within and between computing and education, whether they are in informal or formal settings. It probes state of the art technologies in Computing Education and it also considers the design and evaluation of digital educational artefacts.  The journal aims to maintain and expand its international standing by careful selection on merit of the papers submitted, thus providing a credible ongoing forum for debate and scholarly discourse. Special Issues are occasionally published to cover particular issues in depth. EAIT invites readers to submit papers that draw inferences, probe theory and create new knowledge that informs practice, policy and scholarship. Readers are also invited to comment and reflect upon the argument and opinions published. EAIT is the official journal of the Technical Committee on Education of the International Federation for Information Processing (IFIP) in partnership with UNESCO.
×
引用
GB/T 7714-2015
复制
MLA
复制
APA
复制
导出至
BibTeX EndNote RefMan NoteFirst NoteExpress
×
提示
您的信息不完整,为了账户安全,请先补充。
现在去补充
×
提示
您因"违规操作"
具体请查看互助需知
我知道了
×
提示
确定
请完成安全验证×
copy
已复制链接
快去分享给好友吧!
我知道了
右上角分享
点击右上角分享
0
联系我们:info@booksci.cn Book学术提供免费学术资源搜索服务,方便国内外学者检索中英文文献。致力于提供最便捷和优质的服务体验。 Copyright © 2023 布克学术 All rights reserved.
京ICP备2023020795号-1
ghs 京公网安备 11010802042870号
Book学术文献互助
Book学术文献互助群
群 号:481959085
Book学术官方微信