Supporting Second Language Writing Using Multimodal Feedback

Autor/inn/en	Elola, Idoia; Oskoz, Ana
Titel	Supporting Second Language Writing Using Multimodal Feedback
Quelle	In: Foreign Language Annals, 49 (2016) 1, S.58-74 (17 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0015-718X
DOI	10.1111/flan.12183
Schlagwörter	Second Language Learning; Feedback (Response); Case Studies; Computer Mediated Communication; Oral Language; Computer Software; Revision (Written Composition); Coding; Teacher Student Relationship; Teaching Methods; Essays; Text Structure; Grammar; Writing Instruction; Writing Improvement; Advanced Courses; Second Language Instruction; Language Teachers + Suchen Sie Ihr Suchwort? Zweitsprachenerwerb; Case study; Fallstudie; Case Study; Computerkonferenz; Oral interpretation; Mündlicher Sprachgebrauch; Korrektur; Codierung; Programmierung; Teacher student relationships; Lehrer-Schüler-Beziehung; Teaching method; Lehrmethode; Unterrichtsmethode; Essay; Aufsatzunterricht; Textstruktur; Grammatik; Schreibunterricht; Fortgeschrittenenunterricht; Fremdsprachenunterricht; Language teacher; Sprachunterricht
Abstract	The educational use of computer-based feedback in the classroom is becoming widespread. However, less is known about (1) the extent to which tools influence how instructors provide written and oral comments, and (2) whether receiving oral or written feedback influences the nature of learners' revisions. This case study, which expands existing research on computer-mediated feedback, examines how four Spanish learners enrolled in a Spanish advanced writing course received multimodal feedback while working on the different drafts of a narrative essay. The instructor provided written feedback via Microsoft Word and oral feedback using screencast software. Results indicate that the tool used affected the quantity and quality of the instructor's comments. When using the screencast software, the instructor provided additional and lengthier comments on content, structure, and organization; the instructor was more explicit on form when using the coding system in Word. Although learners revised similarly regardless of the tool being used, they tended to prefer the oral feedback for global aspects, such as content, structure, and organization, and the written feedback for form. However, learners agreed that no matter the mode and the tool, both approaches to feedback helped them improve their writing skills. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01