Corrective Feedback and Multimodality: Rethinking Categories in Telecollaborative Learning

Abstract

Teletandem (Telles, 2009) is a model of telecollaboration in which pairs of foreign language students from different countries meet regularly and virtually to learn each other’s languages. Within this context, participants are expected to help their partners learn by providing feedback. The multimodal nature of this type of environment, however, may offer different learning opportunities (Guichon & Cohen, 2016) and have an impact on feedback provision. This research aims at investigating peer corrective feedback in Teletandem in relation to the different modes. Using a case study approach, we describe how three Brazilians offered feedback to learners of Portuguese as a foreign language. Data used came from 20 Teletandem oral sessions that took place over a period of three years and were stored in MulTeC (Aranha & Lopes, 2019). Data analysis revealed that CF provision is characterized by reformulations, with a blurred distinction between recasts and explicit corrections due to a combination of multimodal strategies. Results also indicate that error correction may be more (or less) emphasized depending on how interlocutors combine multimodal resources. Pedagogical implications are discussed.
 Teletandem (Telles, 2009) est un modèle de télécollaboration par lequel des paires d’étudiants de langue étrangère originaires de différents pays se rencontrent régulièrement de façon virtuelle pour apprendre les langues des uns des autres. Dans ce contexte, on s’attend à ce que les participants aident leur partenaire à apprendre en leur fournissant de la rétroaction. La nature multimodale de ce type d’environnement peut, cependant, offrir diverses occasions d’apprentissage (Guichon & Cohen, 2016) et influencer la façon dont la rétroaction est fournie. Le but de cette recherche est d’étudier la rétroaction corrective par les pairs dans Teletandem par rapport aux différents modes. En se servant d’une approche par étude de cas, nous décrivons comment trois Brésiliens ont offert de la rétroaction à des apprenants de portugais langue étrangère. Les données utilisées venaient de 20 sessions orales de Teletandem qui s’étaient déroulées sur une période de trois ans et ont été stockées sur MulTeC (Aranha & Lopes, 2019). L’analyse des données a révélé que la fourniture de rétroaction corrective se caractérise par des reformulations, qui ne distinguent pas très bien entre des refontes et des corrections explicites, ce qui est dû à une combinaison de stratégies multimodales. Les résultats indiquent également que la correction des erreurs peut être plus ou moins soulignée selon la façon dont les interlocuteurs combinent les ressources multimodales. On discute des implications pédagogiques.

Peer Corrective Feedback: Face-saving Strategies in Teletandem Oral Sessions

“…These insights from different theoretical perspectives are essential to understand research results found in bilingual telecollaborative language learning settings, like teletandem. Studies on (tele)tandem settings (AKIYAMA, 2013;FRESCHI, 2017;FRESCHI;CAVALARI, 2020) revealed that, because participants take turns during the oral interaction, performing the role of the learner of a foreign language and the role of the tutor of their own native language, they seem to establish a symmetrical, empathic and collaborative relationship which may have an impact on feedback provision. Capellini, Elstermann, and Monpean (2020), who examined how 46 teletandem participants experience reciprocity in the teletandem setting, revealed that this principle is related to trying to meet the partner's learning needs and correction is considered one way to do that.…”

“…In the Teletandem setting as implemented at UNESP, PCF of oral production has been examined by Benedetti and Gianini (2010), Freschi (2017), Cavalari and Freschi (2018), Freschi and Cavalari (2020) and Pereira Filho (ongoing). Benedetti and Gianini (2010) studied how a Brazilian (Spanish learner) provided feedback to an Argentinian (Portuguese learner).…”

“…Like Lyster, Saito, and Sato (2013), Freschi (2017) sheds light on the continuum nature of corrective feedback categories. Based on this proposal, and using the same data sample as Freschi (2017), Freschi and Cavalari (2020) analysed how multimodality impacts corrective feedback provision. The results revealed a blurred distinction between recasts and explicit corrections due to multimodal strategies (vocal features, gestures and text-chat use).…”

“…Based on this result, in the present study we will not make distinctions between recasts and explicit corrections. Because we use the same data Freschi (2017) and Freschi and Cavalari (2020), all CF instances are considered reformulations which will be examined in relation to the theoretical framework of face theories and facework strategies.…”

“…There is a growing body of research which has examined the corrective feedback offered by peers in telecollaborative synchronous oral interactions (AKIYAMA, 2017;CAVALARI;FRESCHI, 2018;FRESCHI, 2017;FRESCHI;CAVALARI, 2020;PEREIRA FILHO, ongoing). These studies have shown that oral PCF is characterized by reformulations, a type of feedback in which the expert, or linguistically more competent participant, offers their partner the corrected/revised form of a non-target production, usually implicitly.…”