Spoken Grammar Practice in CALL: The Effect of Corrective Feedback and Education Level in Adult L2 Learning

Autor/inn/en	Penning de Vries, Bart W. F.; Cucchiarini, Catia; Strik, Helmer; van Hout, Roeland
Titel	Spoken Grammar Practice in CALL: The Effect of Corrective Feedback and Education Level in Adult L2 Learning
Quelle	In: Language Teaching Research, 24 (2020) 5, S.714-735 (22 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1362-1688
DOI	10.1177/1362168818819027
Schlagwörter	Error Correction; Feedback (Response); Second Language Learning; Second Language Instruction; Outcomes of Education; Role; Teaching Methods; Grammar; Indo European Languages; Comparative Analysis; Student Behavior; Educational Background; Educational Attainment; Speech Communication; Adult Students; Individual Differences; Language Proficiency; Student Characteristics; Task Analysis; Student Evaluation; Foreign Countries; Netherlands + Suchen Sie Ihr Suchwort? Korrektur; Zweitsprachenerwerb; Fremdsprachenunterricht; Lernleistung; Schulerfolg; Rollen; Teaching method; Lehrmethode; Unterrichtsmethode; Grammatik; Indoeuropäisch; Student behaviour; Schülerverhalten; Vorbildung; Bildungsabschluss; Bildungsgut; Adult; Adults; Student; Students; Erwachsenenalter; Studentin; Schüler; Schülerin; Individueller Unterschied; Language skill; Language skills; Sprachkompetenz; Aufgabenanalyse; Schulnote; Studentische Bewertung; Ausland; Niederlande
Abstract	Although most second language learning studies involve high-educated participants, addressing low-educated participants seems important as research suggests that education background impacts second language (L2) learning efficiency. A controversial point in the L2 learning literature is the role of corrective feedback (CF). Research on CF in relation to individual differences, including education background, requires controlled experimental environments. This article presents a study in such a controlled environment: a computer assisted language learning (CALL) system with logging capabilities and automatic speech processing to provide CF on spoken grammar practice. In the experiment, 68 Dutch L2 learners were randomly assigned to either an automatic grammaticality CF condition or a NOCF (no corrective feedback) condition. We analysed learning outcome, evaluative measures, and practice behaviour logged by the CALL system. Practice behaviour differed with education background, which in turn related to learning outcome. Learners with high and medium education levels benefitted from speaking practice in both conditions, while low-educated learners did not benefit from practice, in neither condition. For medium and high educated learners there was a trend for CF to increase practice effectiveness. Education level therefore is an important individual difference in L2 learning research that influences the effectiveness of CF. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01