Accuracy development in L2 writing: Exploring the potential of computer-assisted unfocused indirect corrective feedback in an online EFL course

Brudermann, Cédric; Grosbois, Muriel; Sarré, Cédric

doi:10.1017/s095834402100015x

Cited by 14 publications

(3 citation statements)

References 36 publications

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“…EFL writing can be influenced by a corrective feedback style in the CALL environment (e.g. Brudermann, Grosbois & Sarré, 2021). This is particularly true for studies involving MT in EFL writing, since the MT quality may vary in different language pairs.…”

Section: Research To Be Replicatedmentioning

confidence: 99%

Assessing the effectiveness of machine translation in the Chinese EFL writing context: A replication of Lee (2020)

Yang

Wei²,

Li³

et al. 2023

ReCALL

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With the dramatic improvement in quality, machine translation has emerged as a tool widely adopted by language learners. Its use, however, has been a divisive issue in language education. We conducted an approximate replication of Lee (2020) about the impact of machine translation on EFL writing. This study used a mixed-methods approach with automatic text analyzer Coh-Metrix and human ratings, supplemented with questionnaires, interviews, and screen recordings. The findings obtained support most of the original work, suggesting that machine translation can help language learners improve their EFL writing proficiency, specifically in strengthening lexical expressions. Students generally hold positive attitudes towards machine translation, despite some skeptical views regarding the values of machine translation. Most students express a strong wish to learn how to effectively use machine translation. Machine translation literacy instruction is therefore suggested for incorporation into the curriculum for language students.

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Section: Research To Be Replicatedmentioning

confidence: 99%

Assessing the effectiveness of machine translation in the Chinese EFL writing context: A replication of Lee (2020)

Yang

Wei²,

Li³

et al. 2023

ReCALL

View full text Add to dashboard Cite

show abstract

“…Furthermore, it has been claimed that dealing with various errors does not create a supportive environment for writing development (Sheen, Wright, & Moldawa, 2009). In settings where unfocused WCF did show an extent of significant effect, it was provided with other feedback or relevant tasks, such as that demonstrated by Brudermann, Grosbois, and Sarré (2021), where online unfocused indirect WCF combined with micro-tasks was given to written tasks in an online EFL course taken by first-year STEM university students. This was also reported by Nicolás-Conesa, Manchon, and Cerezo (2019), where unfocused WCF led to greater accuracy in subsequent revisions when used alongside languaging; that is, the identification and explanation or discussion of an error with peers or with the writing instructor.…”

Section: Overview: Focused and Unfocused Feedbackmentioning

confidence: 99%

Unfocused Written Corrective Feedback for Academic Discourse: The Sociomaterial Potential for Writing Development and Socialization in Higher Education

Loo

2022

JLE

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Background. There is a prevailing belief that unfocused written corrective feedback may not be suitable to promote students’ academic writing development. Purpose. This perspective piece demonstrates how unfocused written corrective feedback reflects the principles of sociomateriality, which views learning as dynamic. Perspectives. Unfocused written corrective feedback has the potential to support university students’ academic discourse socialization. This perspective is based on the observation that actual written corrective feedback in a classroom setting is varied and contextual, and not focused on any particular grammar form or writing feature. Conclusion. Unfocused written corrective feedback represents an optimal approach to support university students’ awareness and engagement with variables found in their learning ecology. These variables can support students’ academic writing development.

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“…When it comes to corrective feedback on writing tasks, technology-mediated environments also offer new options. These range from corrective feedback given by a human tutor through technology-some researchers look into e-feedback given by teachers, not machines, in ESL/EFL courses-to corrective feedback given by technology (Brudermann et al, 2021).…”

Section: Introductionmentioning

confidence: 99%

Language learning and technology: A conceptual analysis of the role assigned to technology

Zheltukhina

Kislitsyna

Panov

et al. 2023

ONLINE J COMMUN MEDIA TECHNOL

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As technology advances, the teaching-learning process becomes more robust. In addition to technological possibilities and opportunities, the functions that academics give to technology have an impact on its effective application in the field of education. In this study, it is intended to investigate technologically based studies in the field of English language instruction. The study evaluated research articles published in the journals "Language Learning & Technology" "The Journal of the European Association for Computer Assisted Language Learning" and "Computer Assisted Language Learning" in 2020 and 2021 and indexed by the Web of social science. The articles were thematically analyzed. Examined were the study's objective, methods and approaches, technological instruments, and data collection tools. The primary factor is how technology is utilized in the study. Particularly in language education, the role of technology in teaching English as a second language has been investigated. Technology helps EFL students learn. This study will try to conceptualize technology's role. Technology is supposed to develop writing and language abilities first. Quantitative research predominated, followed by mixed-methods. Most research sampled college students. The study mostly used learner-centered and task-based instruction. Language-learning websites are chosen. Second-tier mobile apps. Technological tools are employed directly as teaching tools individually or in groups, but their use as a communication tool between students and teachers and as a tool for student cooperation is highlighted.

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Accuracy development in L2 writing: Exploring the potential of computer-assisted unfocused indirect corrective feedback in an online EFL course

Cited by 14 publications

References 36 publications

Assessing the effectiveness of machine translation in the Chinese EFL writing context: A replication of Lee (2020)

Assessing the effectiveness of machine translation in the Chinese EFL writing context: A replication of Lee (2020)

Unfocused Written Corrective Feedback for Academic Discourse: The Sociomaterial Potential for Writing Development and Socialization in Higher Education

Language learning and technology: A conceptual analysis of the role assigned to technology

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