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Translanguaging Instruction and Reading Comprehension Skills of Japanese EFL Learners: A Quasi-Experimental Study 日本外语学习者的翻译教学与阅读理解能力的准实验研究
IF 0.7 Q3 EDUCATION & EDUCATIONAL RESEARCH Pub Date : 2023-03-31 DOI: 10.17323/jle.2023.14069
Alexis Goli
Background. The adoption of the TOEIC Listening and Reading test as the main English competency measurement instrument for Japanese businesses has lead Japanese business people to invest in courses specialized in test-taking strategies which seem to improve test scores in the short term. Nevertheless, there is pressing need to adopt more reliable instructions for reading ability development. Translanguaging pedagogy, an instruction method that urges L2 learners to make use of all languages in their linguistic repertoire, has rapidly gained the interest of language researchers and educators worldwide. Various studies have been conducted at all level of formal education, from elementary to tertiary education, to evaluate how it could help learners develop their proficiency in the target L2, including reading comprehension ability. However, no study on translanguaging in continuing education in Japan could be found in the literature. Purpose. This paper presents an investigation to assess the effectiveness of translanguaging pedagogy in nurturing the reading comprehension of a group of Japanese EFL learners in a continuing education context. Methods. The study adapted a quasi-experimental design with a control and an experimental group, as well as a reading comprehension improvement intervention course between pre-test and post-test. The experimental group received instruction based on translanguaging pedagogy, and the control group was restricted to using only English in their classes.  Results. It was found that both the control and experimental groups improved their reading comprehension, but improvement in the experimental group was moderately more substantial. This finding contributes to the literature on translanguaging pedagogy in Japan, especially in the context of continuing education. Conclusion. Due to the small number of participants, the findings of this study cannot be generalized to EFL education in continuing education. Further research with a substantial number of participants and treatment over a longer period could help confirm that translanguaging pedagogy can effectively be implemented in this setting to assist learners become proficient in the target L2.
背景TOEIC听力和阅读测试作为日本企业主要的英语能力衡量工具,这促使日本商界人士投资于专门的考试策略课程,这些课程似乎可以在短期内提高考试成绩。然而,迫切需要采用更可靠的阅读能力发展指导。翻译教学法是一种促使二语学习者在其语言库中使用所有语言的教学方法,它迅速引起了世界各地语言研究者和教育工作者的兴趣。从小学到高等教育,在各级正规教育中都进行了各种研究,以评估它如何帮助学习者发展目标二语的熟练程度,包括阅读理解能力。然而,在日本的继续教育中,并没有关于跨语言现象的研究。意图本文旨在评估跨语言教学法在继续教育背景下培养一组日本英语学习者阅读理解能力的有效性。方法。本研究采用了一种准实验设计,包括一个对照组和一个实验组,以及测试前和测试后的阅读理解改善干预课程。实验组接受基于跨语言教学法的教学,对照组被限制在课堂上只使用英语。结果。研究发现,对照组和实验组的阅读理解能力都有所提高,但实验组的提高幅度略大。这一发现有助于日本跨语言教育学的文献,尤其是在继续教育的背景下。结论由于参与人数较少,本研究的结果不能推广到继续教育中的EFL教育。对大量参与者的进一步研究和更长时间的治疗可能有助于确认跨语言教学法可以在这种情况下有效实施,以帮助学习者熟练掌握目标二语。
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引用次数: 0
Preferences for Oral Corrective Feedback: Are Language Proficiency, First Language, Foreign Language Classroom Anxiety, and Enjoyment Involved? 口头纠正反馈偏好:语言能力、母语、外语课堂焦虑和享受是否相关?
IF 0.7 Q3 EDUCATION & EDUCATIONAL RESEARCH Pub Date : 2023-03-31 DOI: 10.17323/jle.2023.16141
Watcharapol Wiboolyasarin, Phornrat Tiranant, Teavakorn Khumsat, Tidarat Ngamnikorn, Kanokpan Wiboolyasarin, Somkiat Korbuakaew, Nattawut Jinowat
Background. The effectiveness of oral corrective feedback (OCF) in language learning is influenced by learners' comprehension and response to various OCF techniques. Therefore, it is essential for teachers to consider learners' preferences for OCF strategies. Purpose. This quantitative study aimed to investigate the preferences of Thai as a foreign language (TFL) learners for ten commonly discussed types of OCF. Specifically, it examined whether these preferences are influenced by four learner variables: proficiency level, first language (L1), foreign language classroom anxiety (FLCA), and foreign language enjoyment (FLE). Methods. The study involved 288 university students from Chinese, Japanese, and Korean TFL settings, and the data from questionnaires were analysed using appropriate statistical methods. Results. The findings indicate that, regardless of proficiency level, L1, FLCA, or FLE level, learners prefer more explicit OCF techniques, such as metalinguistics feedback and explicit correction. However, Korean undergraduates scored lower in the majority of OCF strategies (i.e., ignoring, elicitation, recast, explanation, and public feedback) compared to the other participants. The MANOVA analysis revealed significant differences in ignore, peer correction, recast, and private feedback based on proficiency level and L1 background. Although the differences between the FLE and FLCA approaches were not statistically significant, high FLE and FLCA groups tended to prefer more OCF strategies than the low groups. Conclusion. This study has significant implications for instructional practices in TFL settings and for L2 lecturers in the classroom. By understanding learners' preferences for OCF, educators can tailor their instructional approaches to meet the specific needs of their students.
背景口语纠正反馈在语言学习中的有效性受学习者对各种纠正反馈技术的理解和反应的影响。因此,教师必须考虑学习者对强迫症策略的偏好。意图本定量研究旨在调查泰语作为外语(TFL)学习者对十种常见的OCF类型的偏好。具体而言,它考察了这些偏好是否受到四个学习者变量的影响:熟练程度、第一语言(L1)、外语课堂焦虑(FLCA)和外语享受(FLE)。方法。这项研究涉及来自中国、日本和韩国TFL环境的288名大学生,并使用适当的统计方法对问卷数据进行了分析。后果研究结果表明,无论熟练程度、L1、FLCA或FLE水平如何,学习者都更喜欢更明确的OCF技术,如元语言反馈和明确的纠正。然而,与其他参与者相比,韩国本科生在大多数OCF策略(即忽视、启发、改写、解释和公众反馈)中的得分较低。MANOVA分析显示,基于熟练程度和L1背景,忽视、同伴纠正、重铸和私人反馈方面存在显著差异。尽管FLE和FLCA方法之间的差异在统计学上并不显著,但高FLE组和FLCA组倾向于比低组更喜欢OCF策略。结论这项研究对TFL环境中的教学实践和课堂上的二语讲师具有重要意义。通过了解学习者对OCF的偏好,教育工作者可以调整他们的教学方法来满足学生的具体需求。
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引用次数: 0
Unfocused Written Corrective Feedback for Academic Discourse: The Sociomaterial Potential for Writing Development and Socialization in Higher Education 学术话语的无焦点书面纠正反馈:高等教育写作发展和社会化的社会物质潜力
IF 0.7 Q3 EDUCATION & EDUCATIONAL RESEARCH Pub Date : 2022-12-26 DOI: 10.17323/jle.2022.12996
D. Loo
Background. There is a prevailing belief that unfocused written corrective feedback may not be suitable to promote students’ academic writing development. Purpose. This perspective piece demonstrates how unfocused written corrective feedback reflects the principles of sociomateriality, which views learning as dynamic. Perspectives. Unfocused written corrective feedback has the potential to support university students’ academic discourse socialization. This perspective is based on the observation that actual written corrective feedback in a classroom setting is varied and contextual, and not focused on any particular grammar form or writing feature. Conclusion. Unfocused written corrective feedback represents an optimal approach to support university students’ awareness and engagement with variables found in their learning ecology. These variables can support students’ academic writing development.
背景。有一种普遍的观点认为,不集中的书面纠正反馈可能不适合促进学生的学术写作发展。目的。这篇透视文章展示了没有重点的书面纠正反馈是如何反映社会物质性原则的,这种原则将学习视为动态的。视角。无重点的书面纠正反馈具有支持大学生学术话语社会化的潜力。这种观点是基于这样的观察,即在课堂环境中,实际的书面纠正反馈是多种多样的,并且是上下文相关的,而不是专注于任何特定的语法形式或写作特征。结论。无重点的书面纠正反馈是支持大学生意识和参与学习生态中变量的最佳方法。这些变量可以支持学生的学术写作发展。
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引用次数: 0
Moroccan EFL Public University Instructors’ Perceptions and Self-Reported Practices of Written Feedback 摩洛哥公立大学英语教师对书面反馈的认知和自我报告实践
IF 0.7 Q3 EDUCATION & EDUCATIONAL RESEARCH Pub Date : 2022-12-26 DOI: 10.17323/jle.2022.15895
Abderrahim Mamad, Tibor Vígh
Background. Since the 1990s, teachers’ written corrective feedback (WCF) has been recognized as vital in addressing linguistic issues or product aspects of writing. However, it is necessary to go beyond error correction and focus on written feedback (WF) that concerns other areas of process writing. Still, teachers’ thinking on these issues is often an under-explored area. Purpose. This study aimed to explore EFL instructors’ perceptions and their self-reported practices of product- and process-based WF in the writing context of tertiary education. Methods. The exploratory quantitative study collected data from 51 Moroccan EFL writing instructors through a self-developed questionnaire. The questionnaire items regarding perceptions and self-reported practices were valid and acceptable for factor analysis of nine subscales covering the features of product- and process-based WF, and all of them proved to be reliable. This structure allowed several comparisons during data analysis. Results. Concerning product-oriented WF, participants perceived applying WCF and WF modes on the written text as important techniques. As part of process-based WF, most of them highly valued effective WF modes in the writing process. Regarding their self-reported practices of product-based WF, instructors stated that they often employed WF modes on the written text. Within the process-based WF, they reported using judgemental feedback and effective WF modes as their most frequent practices. The comparisons between perceptions and self-reported practices showed mismatches in four subscales, including WCF, content-based WF related to macroaspects of writing, developing evaluative judgement, and effective WF modes in the writing process. Thus, instructors admitted the importance of WF in these areas although they acknowledged applying their practices less frequently. Conclusions. This study verified the psychometric properties of a self-constructed questionnaire, which was justified to be appropriate to explore teachers’ perceptions and self-reported practices regarding WF. The results obtained from the different subscales support the effectiveness of WCF and allow the exploration of a new conceptualisation of WF as a process.
背景。自20世纪90年代以来,教师的书面纠正反馈(WCF)已被认为是解决语言问题或写作产品方面的关键。然而,有必要超越错误纠正,并关注与过程编写的其他领域相关的书面反馈(WF)。然而,教师对这些问题的思考往往是一个未被充分探索的领域。目的。本研究旨在探讨英语教师在高等教育写作背景下对基于产品和过程的WF的认知和自我报告实践。方法。探索性定量研究通过自行开发的问卷调查收集了51名摩洛哥英语写作教师的数据。关于感知和自我报告实践的问卷项目对涵盖基于产品和基于过程的WF特征的九个子量表的因子分析是有效和可接受的,并且所有这些都被证明是可靠的。这种结构允许在数据分析期间进行多次比较。结果。关于以产品为导向的WF,参与者认为在书面文本上应用WCF和WF模式是重要的技术。作为基于过程的WF的一部分,他们大多重视在写作过程中有效的WF模式。关于他们自我报告的基于产品的WF实践,教师表示他们经常在书面文本中使用WF模式。在基于过程的WF中,他们报告使用判断反馈和有效的WF模式作为他们最常见的实践。感知与自我报告实践之间的比较显示了四个子量表的不匹配,包括WCF、与写作宏观方面相关的基于内容的WF、发展评估判断和写作过程中的有效WF模式。因此,教师们承认WF在这些领域的重要性,尽管他们承认他们的实践应用频率较低。结论。本研究验证了自编问卷的心理测量特性,该问卷被证明是适合探讨教师对工作效能的认知和自我报告实践的。从不同子量表中获得的结果支持了WCF的有效性,并允许探索WF作为一个过程的新概念。
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引用次数: 0
Writing Task Complexity, Task Condition and the Efficacy of Feedback 写作任务复杂性、任务条件与反馈效果
IF 0.7 Q3 EDUCATION & EDUCATIONAL RESEARCH Pub Date : 2022-12-26 DOI: 10.17323/jle.2022.12817
E. Ghaderi, A. Rouhi, Amir Reza Nemat Tabrizi, Manoochehr Jafarigohar, F. Hemmati
Background. Task-based language teaching (TBLT) is still attracting considerable interest from second language teachers and researchers, partly due to unresolved issues of task sequencing and task complexity. Moreover, in spite of burgeoning attention to writing at the present stage of evolution of TBLT, the interaction of task complexity and corrective feedback in writing performance of language learners has not been explored well. Purpose. To fill in this research gap, the present study aimed to explore the role of task complexity and task condition in learners’ gain from corrective feedback in second language writing. Methods. A pretest-immediate posttest-delayed posttest design was adopted in this study. The participants of the study were 114 English as foreign language learners, randomly assigned to one of the five groups: four experimental groups and a control group. The four experimental groups differed in (a) whether they carried out the simple or complex version of a task (b) whether they did the writing task individually or collaboratively. They received feedback on their writing in three treatment sessions. Results. Statistical analyses revealed that task condition played a larger role than task complexity in the linguistic performance of language learners who received feedback on their writing. Conclusion. The findings add support to the view that selecting appropriate levels of task complexity and suitable task implementation conditions alongside providing corrective feedback enhances the different dimensions of the written performance of language learners.
背景基于任务的语言教学(TBLT)仍然吸引着第二语言教师和研究人员的极大兴趣,部分原因是尚未解决的任务排序和任务复杂性问题。此外,尽管在TBLT发展的现阶段,人们对写作的关注度越来越高,但任务复杂性和纠正反馈在语言学习者写作表现中的相互作用还没有得到很好的探索。意图为了填补这一研究空白,本研究旨在探讨任务复杂性和任务条件在第二语言写作中学习者获得纠正反馈的作用。方法。本研究采用前测-后测-延迟后测设计。该研究的参与者是114名英语学习者,他们被随机分配到五组中的一组:四个实验组和一个对照组。四个实验组的差异在于(a)他们是执行简单的还是复杂的任务(b)他们是单独还是合作完成写作任务。他们在三次治疗中收到了关于写作的反馈。后果统计分析表明,在收到写作反馈的语言学习者的语言表现中,任务条件比任务复杂性起着更大的作用。结论研究结果进一步支持了这样一种观点,即选择适当的任务复杂性水平和适当的任务执行条件,同时提供纠正性反馈,可以提高语言学习者书面表现的不同维度。
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引用次数: 0
Towards Understanding Teacher Mentoring, Learner WCF Beliefs, and Learner Revision Practices Through Peer Review Feedback: A Sociocultural Perspective 通过同行评审反馈理解教师指导、学习者WCF信念和学习者复习实践:社会文化视角
IF 0.7 Q3 EDUCATION & EDUCATIONAL RESEARCH Pub Date : 2022-12-26 DOI: 10.17323/jle.2022.15962
Yanglin Gao, Xiaochen Wang
Background. The existing literature has focused on learner perceptions or beliefs about peer review tasks over the recent decade. However, little has been known about the relationships among learner beliefs about written corrective feedback (WCF), related teacher mentoring process, and learner revision practices. Purpose. We thus aimed at addressing the gap by exploring how teacher mentoring and learner WCF beliefs may inform learner revision practices in the peer-reviewed process. Methods. In this mixed-method study, we included four Chinese EFL students majoring in English as the participants and collected their WCF belief survey data. We also collected their actual practice data through PeerCeptiv, an online writing and rewriting platform. In addition, we traced the teacher mentoring practices and interviewed the participants about their beliefs and practices in the peer review and back-evaluation process. Results. Through the mixed-methods design, we reported our major findings: the student participants believed empathy and resonance was the primary advantage of peer feedback, and teacher mentoring facilitated them in understanding and performing the peer review and revision tasks; we also found the student review process consisted of evaluating, resonating, learning, and reflecting practices and the student revision process included crediting, arguing, correcting, and polishing practices. Implications. From a sociocultural perspective, we centered our discussion on these research findings by claiming that scaffolding in different forms work together enhance learner performance and student beliefs appear in a complex manner with student actual revision practices. We also offered insights for future studies and practical implications for language teachers.
背景。近十年来,现有的文献主要关注学习者对同行评议任务的看法或信念。然而,关于学习者对书面纠正反馈(WCF)的信念、相关的教师指导过程和学习者复习实践之间的关系,我们知之甚少。目的。因此,我们旨在通过探索教师指导和学习者WCF信念如何在同行评审过程中为学习者复习实践提供信息来解决这一差距。方法。在这个混合方法的研究中,我们以四名中国英语专业的学生为研究对象,收集他们的WCF信念调查数据。我们还通过在线写作和重写平台PeerCeptiv收集了他们的实际实践数据。此外,我们追踪了教师指导实践,并采访了参与者,了解他们在同行评审和反向评估过程中的信念和实践。结果。通过混合方法设计,我们报告了我们的主要发现:学生参与者认为共情和共鸣是同伴反馈的主要优势,教师指导有助于他们理解和执行同伴评议和修改任务;我们还发现学生的复习过程包括评价、共鸣、学习和反思实践,学生的复习过程包括记分、争论、纠正和润色实践。的影响。从社会文化的角度来看,我们的讨论集中在这些研究结果上,声称不同形式的脚手架共同提高了学习者的表现,学生的信念以一种复杂的方式出现在学生的实际复习实践中。我们也提供了未来研究的见解和对语言教师的实际意义。
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引用次数: 2
A Research Synthesis of Unfocused Feedback Studies in the L2 Writing Classroom: Implications for Future Research 二语写作课堂中不可原谅反馈研究的研究综述:对未来研究的启示
IF 0.7 Q3 EDUCATION & EDUCATIONAL RESEARCH Pub Date : 2022-12-26 DOI: 10.17323/jle.2022.16516
B. Reynolds, Chian-wen Kao
Introduction. The issue of whether or not teachers should correct second language learners’ grammatical errors has been hotly contested in the literature. Researchers who studied corrective feedback were particularly interested in determining what kinds of feedback may help students commit fewer errors in subsequent writing. One of the primary points of contention in this discussion is whether language teachers should provide focused (i.e., only one or a few types of grammar errors are targeted for correction) or unfocused written corrective feedback (i.e., all error types are corrected). Although focused feedback has been found to be more effective than unfocused feedback (Kao & Wible, 2014), focused feedback has been questioned to ecologically invalid in authentic classrooms (Xu, 2009). Because little attention has been paid to unfocused feedback effects, the present study looked into not only the short-term but also the long-term learning effects of unfocused feedback. Methods. The present study adopted the meta-analysis software Comprehensive Meta-analysis (Borenstein, Hedges, Higgins, & Rothstein, 2005) to calculate an effect size across previous studies. Several keywords were used to search for relevant studies in online databases and selection criteria were set to determine whether these studies were appropriate to be synthesized. 40 studies which met the criteria were included for analyses. Results and Discussion. This meta-analysis revealed that unfocused grammatical feedback was effective, as assessed by immediate posttests, and that the benefits of unfocused feedback increased over time, as revealed by delayed posttests, potentially contradicting Truscott’s (1996; 2007) conclusions on grammar correction. This finding needs to be carefully interpreted because only 10 out of 40 studies provided statistical data in delayed posttests. Furthermore, publication bias seemed to be minimal, and both immediate and delayed posttest effect sizes were heterogeneous. Conclusion. It is strongly suggested that more future studies should investigate the long-term learning effects of unfocused feedback. In addition, because the effect sizes obtained for unfocused feedback practices were heterogeneous, other moderating variables need to be considered such as instructional settings (Mackey & Goo, 2007; Truscott, 2004a), type of feedback (Lee, 2013), focus of feedback (Ellis, 2009), learners’ revisions (Ferris, 2010), intervention length (Li, 2010; Lyster & Saito, 2010) and so on. It is essential to conduct more meta-analyses to look into the potential effects of such moderating variables.
介绍教师是否应该纠正第二语言学习者的语法错误的问题在文献中一直备受争议。研究纠正性反馈的研究人员特别感兴趣的是确定什么样的反馈可以帮助学生在随后的写作中减少错误。这场讨论中的主要争论点之一是,语言教师是否应该提供有针对性的(即,只有一种或几种类型的语法错误被纠正)或无针对性的书面纠正反馈(即,所有类型的错误都被纠正)。尽管有重点的反馈被发现比无重点的反馈更有效(Kao&Wible,2014),但有焦点的反馈在真实的课堂中被质疑为生态无效(Xu,2009)。由于人们很少关注非集中反馈效应,本研究不仅考察了非集中反馈的短期学习效应,还考察了非重点反馈的长期学习效应。方法。本研究采用荟萃分析软件综合荟萃分析(Borenstein,Hedges,Higgins,&Rothstein,2005)来计算先前研究的影响大小。使用几个关键词在在线数据库中搜索相关研究,并设置选择标准以确定这些研究是否适合合成。40项符合标准的研究被纳入分析。结果和讨论。这项荟萃分析显示,根据即时后测的评估,无重点的语法反馈是有效的,而延迟后测显示,无重点反馈的益处随着时间的推移而增加,这可能与Truscott(1996;2007)关于语法纠正的结论相矛盾。这一发现需要仔细解读,因为40项研究中只有10项在延迟后测中提供了统计数据。此外,发表偏倚似乎很小,即时和延迟后测效应大小都是异质的。结论强烈建议未来更多的研究应该调查非集中反馈的长期学习效果。此外,由于非集中反馈实践获得的效果大小是异质的,因此需要考虑其他调节变量,如教学环境(Mackey&Goo,2007;Truscott,2004a)、反馈类型(Lee,2013)、反馈重点(Ellis,2009)、学习者的修正(Ferris,2010)、干预时间(Li,2010;Lyster和Saito,2010)等。必须进行更多的荟萃分析,以研究这些调节变量的潜在影响。
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引用次数: 0
Reconciling Translingualism and Second Language Writing: Book Review 翻译与第二语言写作的调和——书评
IF 0.7 Q3 EDUCATION & EDUCATIONAL RESEARCH Pub Date : 2022-12-26 DOI: 10.17323/jle.2022.13383
Chunhong Liu, Taiji Huang
Translingualism, which concerns the freedom to use different languages and use them for different purposes (Horner & Alvarez, 2019), has recently become a trendy topic in language education. Despite the fresh perspectives brought by translingualism, some disputes have emerged regarding how this concept could coexist alongside scholarship in second language writing (SLW). A group of L2 writing studies scholars even expressed their concern over the misunderstanding that translingual writing would replace SLW (Atkinson et al., 2015). Given this, the book is a timely volume that revisits and reconciles the tension between scholars of translingualism and SLW. The purpose of this book, as stated by the authors, is to achieve a constructive and productive interaction between the two entities, thereby improving the L2 writing instruction practice in multilingual classrooms.
翻译主义涉及使用不同语言并将其用于不同目的的自由(Horner&Alvarez,2019),最近已成为语言教育中的一个热门话题。尽管跨语言主义带来了新的视角,但关于这一概念如何与第二语言写作中的学术共存,仍存在一些争议。一组二语写作研究学者甚至对跨语言写作将取代SLW的误解表示担忧(Atkinson et al.,2015)。有鉴于此,这本书是一本及时的书,它重新审视并调和了跨语言主义学者和SLW之间的紧张关系。正如作者所说,本书的目的是在两个实体之间实现建设性和富有成效的互动,从而改善多语言课堂中的二语写作教学实践。
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引用次数: 0
The Effectiveness of Direct and Metalinguistic Written Corrective Feedback to Deal With Errors in the Use of Information-Structuring Connectors 直接和元语言书面纠正反馈对处理信息结构连接词使用错误的有效性
IF 0.7 Q3 EDUCATION & EDUCATIONAL RESEARCH Pub Date : 2022-12-26 DOI: 10.17323/jle.2022.15906
Steffanie Kloss, Angie Quintanilla
Background. Writing is a complex skill, even more so, if the student does not handle the generic structure of the institutionalized practices imposed on Higher Education. Purpose. The purpose of this study is to determine the effectiveness of direct and metalinguistic focused written corrective feedback (WCF) on information structuring connectors. Methods. This quantitative study compares focused WCF effectiveness in 39 subjects who are divided into three groups: the first one is the control group, which did not receive feedback, the second is the experimental group 1 that was corrected through direct WCF and the third one corresponds to experimental group 2 that received feedback through metalinguistic cues. Results. The findings indicate that WCF is effective for the experimental groups. There is a significant decrease in the number of errors of information-structuring connectors in experimental group 2, while experimental group 1 shows a reduction, but without statistical significance.  As for the control group, it did not present improvements. In addition, the development of writing tasks corrected through metalinguistic WCF strategies led to textual cohesion improvement with the accurate use of connective devices. Conclusions. It is important to reflect on the use of focused feedback as part of the writing process, firstly, because writing cannot be taught without reviewing a student's writing, and secondly, considering that focused feedback supports the noticing of errors and decreases teacher correction time.
背景。写作是一项复杂的技能,如果学生没有处理好高等教育制度化实践的一般结构,就更是如此。目的。本研究的目的是确定直接和元语言集中的书面纠正反馈(WCF)对信息结构连接器的有效性。方法。本定量研究比较了39名被试聚焦WCF的有效性,被试分为三组:第一组为对照组,不接受反馈;第二组为实验1组,通过直接WCF进行纠正;第三组对应实验2组,通过元语言线索进行反馈。结果。结果表明,WCF对试验组是有效的。实验组2的信息结构连接器错误数明显减少,实验组1的信息结构连接器错误数有所减少,但无统计学意义。至于对照组,它没有表现出改善。此外,通过元语言WCF策略纠正的写作任务的发展导致了语篇衔接手段的准确使用,从而提高了语篇衔接能力。结论。将重点反馈作为写作过程的一部分进行反思是很重要的,首先,因为不回顾学生的写作就无法教授写作,其次,考虑到重点反馈有助于发现错误,减少教师纠正错误的时间。
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引用次数: 0
EFL University Students’ Self-Regulated Writing Strategies: The Role of Individual Differences 英语大学生自我调节写作策略:个体差异的作用
IF 0.7 Q3 EDUCATION & EDUCATIONAL RESEARCH Pub Date : 2022-12-26 DOI: 10.17323/jle.2022.13339
Atik Umamah, Niamika El Khoiri, Utami Widiati, Anik Nunuk Wulyani
Background. Self-regulated learning strategies play an essential role in the success of students’ learning of writing. The use of these strategies might be influenced by the student’s individual differences. Purpose. This study was conducted to describe EFL university students’ preferences for self-regulated writing strategies. It also examined the different use of self-regulated writing strategies by considering gender, interest in English writing, and writing achievement. Further, it measured the predictive effects of self-regulated writing strategies on the students’ writing achievement. Methods. This research applied a quantitative approach and involved 58 English students. The students were required to respond to a self-report survey using the Self-Regulated Learning Strategy Questionnaire. The students’ writing achievement was measured based on their scores in writing an argumentative essay. The data were then analyzed using descriptive statistics, an independent sample t-test, One Way Anova, and multiple regression. Results. The results uncovered that the overall use of self-regulated writing strategies was at a high level with the social environment strategy dimension on the top rank and motive on the bottom. Further analysis showed that there is no significant difference in the use of self-regulated writing strategies based on gender, interest in English writing, and writing achievement. Meanwhile, multiple regression analysis indicated the predictive effect of self-regulated writing strategies on writing achievement. To this end, teachers need to encourage students to use self-regulated writing strategies more optimally to enhance their writing quality. Conclusion. EFL students have invested high awareness of using self-regulated writing strategies. Along with this high awareness, students’ individual differences such as gender, interest in English writing, and proficiency level might not strongly influence the use of SRW strategies. Though not strong, the use of self-regulated writing strategies contributes to the students’ writing quality improvement.
背景自主学习策略对学生写作学习的成功起着至关重要的作用。这些策略的使用可能会受到学生个体差异的影响。意图本研究旨在描述大学生对自主写作策略的偏好。它还通过考虑性别、对英语写作的兴趣和写作成绩来考察自我调节写作策略的不同使用。此外,还测量了自我调控写作策略对学生写作成绩的预测作用。方法。这项研究采用了定量的方法,涉及58名英语学生。学生被要求使用自我调节学习策略问卷进行自我报告调查。学生的写作成绩是根据他们写议论文的成绩来衡量的。然后使用描述性统计、独立样本t检验、单向方差分析和多元回归对数据进行分析。后果研究结果表明,自我调控写作策略的总体使用水平较高,社会环境策略维度最高,动机维度最低。进一步的分析表明,基于性别、英语写作兴趣和写作成绩的自主写作策略的使用没有显著差异。多元回归分析表明,自我调控写作策略对写作成绩有预测作用。为此,教师需要鼓励学生更优化地使用自律写作策略,以提高他们的写作质量。结论EFL学生在使用自主写作策略方面投入了很高的意识。除此之外,学生的性别、英语写作兴趣和熟练程度等个体差异可能不会对SRW策略的使用产生强烈影响。自主写作策略的运用虽然不强,但有助于学生写作质量的提高。
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引用次数: 2
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Journal of Language and Education
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