{"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}
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.
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.