TY - GEN
T1 - Wikis
T2 - 23rd International Conference on Computers in Education, ICCE 2015
AU - Liu, Sarah Hsueh Jui
AU - Lan, Yu Ju
N1 - Funding Information:
for this research work is provided by the Ministry of Science and Technology, Taiwan, under Grant Nos. NSC 101-2511-S-003-031-MY3, MOST 104-2911-I-003-301, 103-2628-S-003-002-MY3, 103-2511-S-424-004, and MOST 104-2511-S-424-003. This research is also partially supported by the Aim for the Top University Project and Center of Learning Technology for Chinese of NTNU, sponsored by the Ministry of Education, Taiwan, and the International Research-Intensive Center of Excellence Program of NTNU.
Funding Information:
Funding for this research work is provided by the Ministry of Science and Technology, Taiwan, under Grant Nos. NSC 101-2511-S-003-031-MY3, MOST 104-2911-I-003-301, 103-2628-S-003-002-MY3, 103-2511-S-424-004, and MOST 104-2511-S-424-003. This research is also partially supported by the Aim for the Top University Project and Center of Learning Technology for Chinese of NTNU, sponsored by the Ministry of Education, Taiwan, and the International Research-Intensive Center of Excellence Program of NTNU.
PY - 2015
Y1 - 2015
N2 - This pilot study aims to explore the effect of corrective feedback on learners' written productions by looking at two types of feedback on verb and preposition errors taking place on wikis. Corrective feedback types include recasts (reformulations of incorrect forms) and metalinguistic clues (explanations for linguistic errors). Thirteen English as a foreign language (EFL) learners participated in this study. They were randomly assigned into the three conditions, namely, recasts, metalinguistic clues, and no feedback. The preliminary results derived from the posttest writing suggest that those who received corrective feedback outperformed those who did not; the metalinguistic clues group had a greater number of correct targeted items than did the recast group. Furthermore, all participants of the three groups agreed that corrective feedback was necessary to enhance writing abilities in English. This study concludes with the pedagogical implications and suggestions for future studies.
AB - This pilot study aims to explore the effect of corrective feedback on learners' written productions by looking at two types of feedback on verb and preposition errors taking place on wikis. Corrective feedback types include recasts (reformulations of incorrect forms) and metalinguistic clues (explanations for linguistic errors). Thirteen English as a foreign language (EFL) learners participated in this study. They were randomly assigned into the three conditions, namely, recasts, metalinguistic clues, and no feedback. The preliminary results derived from the posttest writing suggest that those who received corrective feedback outperformed those who did not; the metalinguistic clues group had a greater number of correct targeted items than did the recast group. Furthermore, all participants of the three groups agreed that corrective feedback was necessary to enhance writing abilities in English. This study concludes with the pedagogical implications and suggestions for future studies.
KW - Computer mediated communication (CMC)
KW - Corrective feedback
KW - Metalinguistic clues
KW - Recasts
KW - Second or foreign language (l2/FL)
UR - http://www.scopus.com/inward/record.url?scp=85040446156&partnerID=8YFLogxK
UR - http://www.scopus.com/inward/citedby.url?scp=85040446156&partnerID=8YFLogxK
M3 - Conference contribution
AN - SCOPUS:85040446156
T3 - Workshop Proceedings of the 23rd International Conference on Computers in Education, ICCE 2015
SP - 587
EP - 592
BT - Workshop Proceedings of the 23rd International Conference on Computers in Education, ICCE 2015
A2 - Wu, Ying-Tien
A2 - Kojiri, Tomoko
A2 - Kong, Siu Cheung
A2 - Qiu, Feiyue
A2 - Ogata, Hiroaki
A2 - Supnithi, Thepchai
A2 - Wang, Yonggu
A2 - Chen, Weiqin
PB - Asia-Pacific Society for Computers in Education
Y2 - 30 November 2015 through 4 December 2015
ER -