Enhancing EFL Classroom Instruction via the FeedBook: Effects on Language Development and Communicative Language Use [Konferenzbericht] Paper presented at the EUROCALL 2022 Conference (30th, Reykjavik, Iceland, Aug 17-19, 2022).

Autor/inn/en	Pili-Moss, Diana; Schmidt, Torben; Blume, Carolyn; Middelanis, Lisa; Meurers, Detmar
Titel	Enhancing EFL Classroom Instruction via the FeedBook: Effects on Language Development and Communicative Language Use [Konferenzbericht] Paper presented at the EUROCALL 2022 Conference (30th, Reykjavik, Iceland, Aug 17-19, 2022).
Quelle	(2022), (7 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Zusatzinformation	ORCID (Pili-Moss, Diana) ORCID (Schmidt, Torben) ORCID (Blume, Carolyn) ORCID (Meurers, Detmar)
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	English (Second Language); Second Language Learning; Second Language Instruction; Language Usage; Communicative Competence (Languages); Task Analysis; Comparative Analysis; Accuracy; Language Proficiency; Feedback (Response); Teaching Methods; Grammar; Instructional Effectiveness; Grade 7; Web Based Instruction; Foreign Countries; Language Tests; Computer Assisted Instruction; Germany + Suchen Sie Ihr Suchwort? English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Fremdsprachenunterricht; Sprachgebrauch; Communicative competence; Languages; Kommunikative Kompetenz; Sprache; Aufgabenanalyse; Language skill; Language skills; Sprachkompetenz; Teaching method; Lehrmethode; Unterrichtsmethode; Grammatik; Unterrichtserfolg; School year 07; 7. Schuljahr; Schuljahr 07; Web Based Training; Ausland; Language test; Sprachtest; Computer based training; Computerunterstützter Unterricht; Deutschland
Abstract	The present exploratory study investigated the efficacy of secondary face-to-face classroom-based English as a Foreign Language (EFL) instruction digitally supported by the FeedBook, an interactive computer assisted language learning web-based suite of exercises providing item-level scaffolded feedback. Seventy-seven native (L1) German seventh-grade students used the FeedBook during four two-week training periods (cycles, here we analyse Cycle 2 and 3). Classroom and FeedBook practice occurred in parallel, except for grammar constructions for which only FeedBook practice was provided (controls). At the end of Cycle 3, students engaged in a classroom-based communicative task for which the practised constructions were relevant. Custom-designed pre- and post-tests, administered via the FeedBook, assessed language accuracy in each cycle. Mixed-effect models revealed significant pre-/post-test accuracy gains independent of the learners' proficiency in English, but not in controls. Gains from digitally supported instruction were also positively related to accurate use of EFL grammar constructions in the communicative task. Overall, the results indicate learning benefits for face-to-face classroom-based instruction supported by the FeedBook, evidenced both in grammar tests and in communicative activities. [For the complete volume, "Intelligent CALL, Granular Systems and Learner Data: Short Papers from EUROCALL 2022 (30th, Reykjavik, Iceland, August 17-19, 2022)," see ED624779.] (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01