LEARNER BELIEFS AND PRACTICES OF CORRECTIVE FEEDBACK: LONGITUDINAL EVIDENCE FROM TELECOLLABORATION Yuka Akiyama Ph.D. Candidate at Georgetown University [email protected]
Mar 29, 2015
LEARNER BELIEFS AND PRACTICES OF CORRECTIVE FEEDBACK:
LONGITUDINAL EVIDENCE FROM TELECOLLABORATION
Yuka AkiyamaPh.D. Candidate at Georgetown University
TELECOLLABORATION
A way to engage foreign language learners in an organized partnership, linking language learners in one part of the world
with learners in other parts of the world for reciprocal learning of languages and cultures (Cziko, 2004; Sauro, 2013)
1
What do you want to get out of the exchange?
language skills
culture
friendship
communication skills
confidence
0 10 20 30 40 50 60 70
TOTAL N = 24
% 2
LITERATURE REVIEW
Previous telecollaborative studies focused on:
Intercultural competence (Belz, 2007)
Creation of online identity (e.g. Blake, 2006)
Negotiation of meaning (Appel & Mullen, 2000; Bower & Kawaguchi, 2011; Levy & Kennedy, 2004; Schwienhorst, 2000)
Corrective feedback (e.g. Sauro, 2013; Vinagre & Muñoz, 2011; Ware & O’Dowd, 2008)
Attention to language form is NOT a feature that has been characterized telecollaborative exchanges (Schwienhorst, 2000)
3
Focus on Form through Corrective Feedback
Training learners to give corrective feedback
Ware & O’Dowd (2008)
Fujii, Ziegler, & Mackey (forthcoming)
Beliefs about corrective feedback & noticing
Kartchava and Ammar (2013)
4
“GAP”
NO studies have looked at:
Long-term development of learner beliefs in giving & receiving corrective feedback after learner training
Long-term development of actual corrective feedback practices
Interaction between learner beliefs and noticing (operationalized as successful repair)
5
RESEARCH QUESTIONS
1. How do telecollaborators’ beliefs in corrective feedback change over a semester?
2. What is the relationship between learner beliefs and practices regarding corrective feedback?
3. What is the relationship between learner beliefs and the rate of uptake?
6
Longitudinal development of beliefs (both giving and receiving)
Interaction between beliefs and practices about giving corrective feedback
Interaction between beliefs and uptake (receiving corrective feedback)
7
TIMELINE
CF trainin
g
Pre-projec
t survey
Skype 1
Skype 2
Skype 3
Skype 4
Skype 5
Skype 6
Skype 7 FTF
Post-projec
t survey
Mid-projec
t surve
y
8
Lyster & Ranta (1997)• Explicit correction• Metalinguistic explanation• Elicitation• Repetition• Recast• Clarification request
English → JapaneseJapanese → English
METHOD
Participants: 12 pairs of college students in Japan and the U.S. (12 JFL and 12 EFL learners) EFL learners in Japan more experienced in telecollaboration5 f-f pairs, 6 m-m pairs, & 1 m-f pair
Settings:Skyped half the time in Japanese and the other half in EnglishParticipants were strongly encouraged to give feedback as much as possible
9
METHOD (Cont.)
Data collection:
Survey data from 24 participants collected at three time periods (pre-, during, and post-project)
Audio data in Japanese of 6 telecollaborative pairs (out of 12 pairs) who demonstrated different patterns of beliefs regarding corrective feedback
10
RQ1: Longitudinal development of beliefs (both giving and receiving)
RQ2: Interaction between beliefs and practices about giving corrective feedback
RQ3: Interaction between beliefs and uptake (receiving corrective feedback)
RQ1: Survey Data
CF trainin
gSkype
1Skype
3Skype
5Skype
7
Post-project survey
Mid-projec
t surve
y
11
12
LEARNER BELIEFGroup Data
Survey Questions
1. Do/did you want to get corrected?
2. How do/did you want to get corrected?
3. How do/did you want to correct your partner?
13
Q1. Do/did you want to be corrected?
(N = 24)
0 02 1
912
0 02 1
6
15
0 0 1 1
6
16
Change of beliefs about getting corrected
After During Before
14
Q2. How do/did you want to get corrected?(N = 24)
Explicit Metaling. Elicitation Recast Clarification Repetition
6
4
2
7
32
6
2
0
14
1 1
5
10
17
10
Change of feedback preference over a semester
Before During AfterRecasts vs. Non-recasts Pre-Mid → X2 (1, N = 24) = 4.15, p < 0.05* Pre-Post → X2 (1, N = 24) = 8.33, p < 0.01**Mid-Post → n.s.
15
16
Q3. How do/did you want to correct your partner? (N = 24)
Explicit Metaling. Elicitation Recast Clarification Repetition
56
0
9
2 221
0
18
21
4
0 0
19
10
Change of feedback preference over a semester
Before During After
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Recasts vs. Non-recasts Pre-Mid → X2 (1, N = 24) = 6.86, p < 0.01**Pre-Post → X2 (1, N = 24) = 8.57, p < 0.01**Mid-Post → n.s.
Why?
a. Sometimes I know the correct form and know that my partner's form is wrong, but I don't know why it is technically wrong, and therefore unable to give a technical explanation of why it is wrong... For me, I found it easiest to simply say the correct form in response. (Learner of Japanese in the U.S.)
b. The third one [recast] was easy because I could correct my partner without interrupting the conversation. (Learner of English in Japan)
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Why? (Cont.)
c. The one I checked [recast] was easy because I got what he was trying to say, and I put it into a more correct English sentence. It was more difficult for me to repeat errors because I would just correct them on the fly. (Learner of Japanese in the U.S.)
d. I usually tried to say the correct form in response but sometimes my partner did not pick up on it. In that case I would explicitly correct her, which was usually easier. (Learner of Japanese in the U.S.)
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LEARNER BELIEFIndividual Data
1. Most JFL learners in the U.S. changed beliefs while most EFL learners in Japan did not
2. Two types of participants observed: (i) Those who prefer the same feedback type for both giving and receiving and (ii) Those who prefer a more/less explicit feedback method in giving than in receiving
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DISCUSSION: RQ1
RQ1: How do telecollaborators’ beliefs in corrective feedback change over a semester? The majority of learners prefer to get corrected throughout the
semester Many changed beliefs in preference for recasts early in the
semester Many learners expressed challenging experience in using
non-recast feedback “⇒ Feedback-uptake adjacency pairs” (Lyster & Ranta,
1997) may not be natural in telecollaboration
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DISCUSSION: RQ1 (Cont.)
More about Recasts:
Recast was considered immediate, least intrusive, and easy to give
Several participants also shed light on the time-saving aspect of recast • Time pressures and institutional constraints may
have influenced participants’ interpersonal contact (Ware, 2004)
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Recast is pedagogically “expeditious, less threatening to student confidence, and less intrusive to the flow of
interaction” (p. 551). Recast differs from explicit correction in that the former remains focused on form
while the latter requires a shift of attention from meaning to form. (Loewen & Philp, 2006)
RQ2 & 3: INTERACTION DATA
(in Japanese; 6 pairs)
CF trainin
gSkype
1Skype
3Skype
5Skype
7
Post-project survey
Stage I Stage II
Mid-projec
t surve
y
23
Time
30 errors in Stage 1 (Skype 2-4)
30 errors in Stage 2 (Skype 5-7)
24
Lyster & Ranta, 1997
RQ2: Beliefs and Practices in Giving Corrective Feedback
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DISCUSSION: RQ2
RQ2: What is the relationship between beliefs and practices regarding corrective feedback?
Native speakers of Japanese (NSJ) rarely used pedagogical types of feedback (i.e. elicitation, metalinguistic feedback, repetition, or clarification request)
• Focus on communication over form?• ⇔ Beliefs
The majority of experienced collaborators in Japan did not provide corrective feedback more than half the time
• “Tutor” style vs. “Partner-and-play” style? • Identity construction
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I always felt that there should be a better way to help my partner, but I believe that our conversation went
well thanks to the creative tasks and my partner’s diligent effort to express
himself. Such attitudes actually changed me as a tutor and that
became my motivation to assist his learning. (Naoki)
RQ3: Beliefs and Successful Uptake
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DISCUSSION: RQ3
RQ3: What is the relationship between learner beliefs and the rate of uptake? 6/6 JFL learners most successfully repaired feedback that was
provided through the method that aligned with one’s belief• Kartchava and Ammar (2013)
The six learners correctly incorporated about half of the recasts; The rate of uptake was sometimes higher when feedback was given through recasts than when explicitly corrected
• ⇔ Lyster & Ranta (1997)• → Mackey (2012)
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CONCLUSION
Recasts considered most preferable: Immediate, least intrusive, time-saving, and easy to give→ Training participants to give recasts?
Participants in educational telecollaboration projects are in a paradoxical situation: Focus on form (“Tutor”) vs. Focus on communication (“Partner/Friend”)→ One-shot corrective feedback workshop may not be enough→ Focus-on-form activities before and after a Skype session→ Tasks that naturally prompt focus on form & cultural exchange
Beliefs influence the rate of uptake→ Discussing one’s favorite way to give and receive feedback?
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LIMITATIONS
• Limited number of data coded thus far (N = 6 pairs)
• Only one language analyzed thus far
• Only first 30 errors analyzed → (a) Increase the number of errors
→ (b) Increase the number of participants
• Belief survey not detailed enough→ (a) c.f. Kartchava & Ammar, 2013
→ (b) Interviews, diaries/reflective journal
• Effects of task types not considered
• Effects of error types not considered 30
Gracias!Questions?
Yuka [email protected]
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