Computer-Mediated Corrective Feedback to Improve L2 Writing Skills: A Meta-Analysis

Autor/in	Mohsen, Mohammed Ali
Titel	Computer-Mediated Corrective Feedback to Improve L2 Writing Skills: A Meta-Analysis
Quelle	In: Journal of Educational Computing Research, 60 (2022) 5, S.1253-1276 (24 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Mohsen, Mohammed Ali)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0735-6331
DOI	10.1177/07356331211064066
Schlagwörter	Computer Assisted Instruction; Teaching Methods; Second Language Learning; Second Language Instruction; Error Correction; Feedback (Response); Meta Analysis; Writing Improvement; Writing Skills; Accuracy; Writing Instruction; Writing Evaluation; Computer Software; Language Proficiency; Learning Theories; Research Reports + Suchen Sie Ihr Suchwort? Computer based training; Computerunterstützter Unterricht; Teaching method; Lehrmethode; Unterrichtsmethode; Zweitsprachenerwerb; Fremdsprachenunterricht; Korrektur; Meta-analysis; Metaanalyse; Writing skill; Schreibfertigkeit; Schreibunterricht; Language skill; Language skills; Sprachkompetenz; Learning theory; Lerntheorie; Research report; Forschungsbericht
Abstract	Written corrective feedback for improving L2 writing skills has been a debatable issue for more than two decades. The aims of this meta-analysis are to (1) provide a quantitative measure of the effect of computer-generated written feedback for improving L2 writing skills and (2) verify how moderators (i.e., adopted technology, task types, and learners' language proficiency) mitigate the effectiveness of corrective feedback provided by computer technology for developing the L2 students' writing fluency and accuracy. A comprehensive search was performed to collect the population of computer-mediated corrective feedback (CMCF) studies. The effect sizes were calculated for 14 primary studies with L2 participants (N = 1220). The findings indicate a large overall effect of CMCF (d = 1.21). A medium overall effect was found in using automated writing evaluation (AWE) technology for writing skills, whereas a large effect size was determined in using non-AWE technology. The results further indicate a large overall effect in using CMCF for both writing fluency and accuracy. As for the proficiency level of moderators, the results indicate a large overall effect in using CMCF among beginners and intermediate learners, whereas the overall effect is small among advanced learners. Limitations and recommendations for future studies are also raised in this study. (As Provided).
Anmerkungen	SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: https://sagepub.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01