Teacher’s feedback vs. computer-generated feedback: A focus on articles
View/ Open
Metadata
Show full item recordcomunitat-uji-handle:10234/10
comunitat-uji-handle2:10234/158177
comunitat-uji-handle3:10234/28245
comunitat-uji-handle4:10234/181345
REVISTESMetadata
Title
Teacher’s feedback vs. computer-generated feedback: A focus on articlesAuthor (s)
Date
2018ISSN
1989-7103Bibliographic citation
HERNÁNDEZ PUERTAS, Tamara. Teacher’s feedback vs. computer-generated feedback: A focus on articles. Language Value, 2018, vol. 10, no 1, p. 67-88Type
info:eu-repo/semantics/articlePublisher version
http://www.languagevalue.uji.es/index.php/languagevalue/article/view/6Subject
Abstract
As attested by a vast number of studies, in the process of second/foreign language acquisition feedback plays an important role as it may trigger learners’ noticing of the mismatch between their interlanguage and the ... [+]
As attested by a vast number of studies, in the process of second/foreign language acquisition feedback plays an important role as it may trigger learners’ noticing of the mismatch between their interlanguage and the target language (Schmidt 1990). In foreign language classrooms, feedback on written production may not be properly provided due to a large number of students or time constraints (Chacón-Beltrán 2017). In this sense, the use of new technologies in the classroom may help both the teacher in the correction process and the student in his/her language development. In the present study we aim to compare feedback provided by the teacher and feedback provided by the software Grammar Checker (Lawley 2015). One group of English-as-a-foreign language (EFL) students received teacher’s feedback on their mistakes on articles in their written production whereas a second group obtained feedback on the same grammar aspect by means of the above-mentioned software. The control group did not obtain feedback on their errors. Results show statistically significant differences in the last composition for the group who received teacher’s feedback, although this feedback did not have a lasting effect in the tailor-made delayed test. In light of these findings, we may claim that the use of Grammar Checker as a potential tool for self-correction and feedback may facilitate students’ language development, at least on the grammar aspect under analysis. [-]
Is part of
Language Value, 2018, vol. 10Rights
info:eu-repo/semantics/openAccess
This item appears in the folowing collection(s)
Except where otherwise noted, this item's license is described as http://creativecommons.org/licenses/by-nc/4.0/
Related items
Showing items related by title, author, creator and subject.
-
Oral Corrective Feedback and Uptake in the Foreign Language Classroom: a Focus on Timing. Language, Literature and Language Teaching: English
Pineda Castillo, Juana Universitat Jaume I (2020-11-23)The present master’s dissertation(Modality: 2) explores the issues of oral corrective feedback and timing in classroom interactions in secondary education and vocational studies. The research conducted in ... -
Using ePortfolios to Encourage Responsible Feedback
Morales, Lucia; Soler-Dominguez, Amparo Laureate Education Inc (2015-09)This article aims to look at the value that ePortfolios can add to business studies, specifically in the financial field. In order to answer the question, Do ePortfolios contribute to the development and enhancement of ... -
El efecto de la retroalimentación facial: una replicación del experimento del lápiz en la boca
Boariu, Rebeca Universitat Jaume I (2015-07)El presente trabajo pretende ser una réplica parcial del estudio de Strack, Martin & Stepper (1988), quienes procuraron comprobar la hipótesis del feedback facial. El estudio se compone por tres condiciones experimentales ...