Students transcribing tasks: noticing fluency, accuracy, and complexity

Stillwell, Christopher; Curabba, Brad; Alexander, Kamsin; Kidd, Andrew; Kim, Eun-A; Stone, Paul; Wyle, Christopher

doi:10.1093/elt/ccp081

Cited by 30 publications

(24 citation statements)

References 6 publications

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“…Various techniques have been claimed to promote metacognitive awareness in the context of ESL instruction: corrective feedback from the teacher (Russell, 2009), self-evaluation through reformulation and reconstruction tasks (Thornbury, 1997) , retrospective verbal reports (Egi, 2004), proof-listening (Lynch, 2001), the practice-exposureinstruction-practice sequence in conversational tasks in which learners witness proficient speakers performing the same task ( [Thornbury & Slade, 2006) and, finally, transcribing and collaborative editing of oral texts produced by learners (Foster & Skehan, 1999;Kindt, 2000;Lynch, 2001Lynch, , 2007Stillwell et al, 2010).…”

Section: Literature Reviewmentioning

confidence: 99%

“…This activity has been claimed to present a number of advantages ( Boettinger, Park, & Timmis 2010;Burns & Joyce, 1997;Lynch, 2001Lynch, , 2007Mennim, 2003Mennim, , 2012Stillwell et al, 2010;Thornbury & Slade, 2006;Willis & Willis, 1996). First, in terms of cognitive economy, this selftranscribing procedure optimizes the allocation of attentional resources in an offline task.…”

Section: Literature Reviewmentioning

confidence: 99%

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Developing the metacognitive skill of noticing the gap through self-transcribing: The case of students enrolled in an ELT training program in Chile

Valdebenito

2015

Colomb. Appl. Linguist. J

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<p>This paper reports the preliminary results of the first phase of an ongoing educational intervention conducted with students enrolled in an ELT training program at PUCV. The study set out to explore the feasibility and effectiveness of the recording and self-transcription methodology (Lynch, 2001, 2007; Mennim, 2003, 2012) as a route to noticing the gap and defossilization. Students (N=20) transcribed the oral texts they produced during the speaking section of the diagnostic test for English 5. The tasks were: (1) transcribing three minutes of their speaking time, (2) highlighting all the errors they identified in their own speech (3) coding them (e.g. grammatical, lexical, phonological) and (4) sending the annotated transcript to the instructor by email. Drawing on the theory of questionnaire design and processing (Dörnyei, 2003), a survey was designed and posted online (<em>GoogleForm</em>) and emailed to the students. The questionnaire asked students to evaluate the perceived benefits of the self-transcription methodology. The study data consist of the annotated transcripts and the questionnaire responses. The results of this study were much less positive than what has been reported in the literature (Willis & Willis, 1996, Burns & Joyce, 1997; Lynch, 2001, 2007; Mennim, 2003, 2012; Thornbury & Slade, 2006; Boettinger, Park & Timmis 2010; Stillwell et al., 2010), so an attempt is made to see why this might have been the case. Some pedagogical implications of this approach in the Chilean context are discussed.</p>

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Section: Literature Reviewmentioning

confidence: 99%

Section: Literature Reviewmentioning

confidence: 99%

Developing the metacognitive skill of noticing the gap through self-transcribing: The case of students enrolled in an ELT training program in Chile

Valdebenito

2015

Colomb. Appl. Linguist. J

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“…Student transcription can enhance the power of tasks and facilitate language learning [19]. In addition, Lynch (2001) mentioned that three benefits of the students' transcription and editing their own spoken products were "the cooperative interaction between the learners; the trouble taken over fine detail in their output; and opportunity for the renegotiation of meaning" [11].…”

Section: Stones' (2013) Research Analyzed the Linguistic Development mentioning

confidence: 99%

“…Swain (2005) states that noticing is defined as "recognizing consciously some of their linguistic problems" [21]. Self-transcription can be "a reflective noticing activity" [11], and several research studies [5][18] [19] have shown self-correction activities to be a positive language study tool as well.…”

Section: Introductionmentioning

confidence: 99%

Korean University Students' Attitude toward a Task Recording Activity : Based on the TOEIC Speaking Test

Im¹

2014

The Journal of the Korea Contents Association

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The purposes of the study are to introduce and apply an activity that can help improve student-initiated learning on the TOEIC Speaking Test (TOEICST) performance and to see students' attitude toward the activity. Twenty-eight university students in Chungcheong province engaged in learning based on this activity. In the present study, the activity proposed by McCormick and Vercellotti (2013) and Stillwell, Curabba, Alexander, Kidd, Kim, Stone, & Wyle (2010) was modified and adapted [14][19]. The outline of the Task Recording Activity (TRA) consisted of three steps: preparation step, Task Recording Activity step, and evaluation step. As data collection of the study, a survey and students' journal were utilized and qualitatively analyzed. The results showed that student-initiated learning activity could be applied positively not only in communicative lessons, but in TOEICST specific lessons as well. Additionally, participants showed positive attitudes toward self-transcription and self-correction. Some implications of the study are that the TRA can be applied to generate autonomous learners studying for the TOEIC Speaking Test, that the guideline for different proficiency can be developed to help them improve their self-reflection, and that students need to have an active attitude to lead their own learning.■ keyword :|Self-transcription|Self-correction|TOEIC Speaking Test (TOEICST)|Task Recording Activity (TRA)|

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“…Justement, l'apprentissage sur corpus ne doit pas s'arrêter à l'étude des données réunies sous forme de corpus Ainsi, par exemple, dans le travail autour de la transcription de données orales, le fait d'être au contact de la langue permet aux apprenants de saisir des détails qui ne sont généralement pas présentés dans les manuels (cf. la question de la compétence sociolinguistique dans Tyne, 2009a), sans parler des atouts de l'auto-transcription en tant qu'activité de noticing et d'auto-correction (voir aussi Stillwell et al, 2010 ;Mennim, 2012). C'est un domaine encore peu développé mais qui laisse entrevoir des résultats tout à fait intéressants pour l'enseignement des langues (voir Paternostro, à paraître).…”

unclassified

Corpus d'apprenants et acquisition des langues

Cock¹,

Tyne²

2014

rdlc

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Students transcribing tasks: noticing fluency, accuracy, and complexity

Cited by 30 publications

References 6 publications

Developing the metacognitive skill of noticing the gap through self-transcribing: The case of students enrolled in an ELT training program in Chile

Developing the metacognitive skill of noticing the gap through self-transcribing: The case of students enrolled in an ELT training program in Chile

Korean University Students' Attitude toward a Task Recording Activity : Based on the TOEIC Speaking Test

Corpus d'apprenants et acquisition des langues

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