Web-based collaborative reading exercises for learners in remote locations: the effects of computer-mediated feedback and interaction via computer-mediated communication

Abstract

Link to this article: http://journals.cambridge.org/abstract_S0958344010000030How to cite this article: Philip Murphy (2010). Web-based collaborative reading exercises for learners in remote locations: the effects of computer-mediated feedback and interaction via computer-mediated communication. AbstractDespite the fact that the benefits of pair and group work for those espousing an interactionist view of second language learning are well documented (exist in which students have no option but to study alone. Of particular interest for this research are learners who, despite studying in contexts supportive of collaborative interaction in the classroom, have little opportunity to interact with partners when trying to participate in collaborative reading comprehension exercises outside school. In an attempt to find a solution to this potentially inhibiting learning context, this research comprises an investigation into (a) whether the introduction of computer-mediated Elaborative feedback before Knowledge of Correct Response (KCR) feedback better promotes quality interaction and comprehension of a web-based reading text and (b) whether computermediated communication (CMC) offers a suitable means for generating quality interaction between peers in remote locations. While completing a web-based multiple-choice reading comprehension exercise, students worked in pairs and received either KCR feedback only, or Elaborative feedback before KCR feedback. In contrast to KCR feedback which simply comprises the correct answers, Elaborative feedback was produced in the form of hints to foster interaction and to support dyads in their attempts at self-correcting any incorrect answers. Using a multiple-try methodology, hints became increasingly specific for questions repeatedly answered incorrectly. Upon completing a follow-up comprehension exercise alone, all students were provided with KCR feedback only. Results from a quantitative analysis of the comprehension scores indicate that students who were provided with Elaborative feedback subsequently scored significantly higher on the follow-up exercise. Furthermore, results from a qualitative analysis of interactions suggest that CMC is a suitable way of generating quality interaction between students, particularly when Elaborative feedback is included.

Elaborative Feedback to Enhance Online Second Language Reading Comprehension

“…Previous studies in the field of computer-assisted learning have supported the use of questions with feedback as an effective element of text-based learning (Clariana & Koul, 2006), with three main types of feedback being identified (Clariana, 2000;Murphy, 2010). Knowledge of response feedback informs the learner whether their answer is correct or incorrect, knowledge of correct response feedback indicates the correct answer, while elaborative feedback provides additional information to explain the reasons for a response being correct or incorrect or to guide the learner towards a correct response (Murphy, 2007).…”

“…The question of which type of computer-assisted feedback is most effective for supporting different aspects of L2 acquisition has been the focus of numerous studies (Bown, 2006;Brandl, 1995;Murphy, 2007Murphy, , 2010Nagata, 1993Nagata, , 1996Van der Linden, 1993), but remains largely unanswered. Van der Linden (1993) investigated the effectiveness of elaborative feedback within computer-based grammar exercises with 23 learners of L2 French.…”

“…He also found no significant interaction between L2 English proficiency level and feedback type. In a second study, Murphy (2010) compared the use of elaborative feedback and knowledge of correct response feedback with 425 L2 learners of English at a Japanese university. The learners were assigned to either the low-or high-proficiency group according to their results on an English proficiency test.…”

“…support mechanisms that may both facilitate and enhance comprehension. One such mechanism is elaborative feedback, which can be incorporated into online reading exercises to provide additional guidance and support to L2 readers (Murphy, 2007(Murphy, , 2010. Previous research into the effectiveness of elaborative feedback to enhance L2 reading comprehension has been largely inconclusive (Bown, 2006;Murphy, 2007Murphy, , 2010.…”

“…One such mechanism is elaborative feedback, which can be incorporated into online reading exercises to provide additional guidance and support to L2 readers (Murphy, 2007(Murphy, , 2010. Previous research into the effectiveness of elaborative feedback to enhance L2 reading comprehension has been largely inconclusive (Bown, 2006;Murphy, 2007Murphy, , 2010. However, it has been shown to significantly improve comprehension when used in combination with oral pair-work activities (Murphy, 2007) and to support quality interaction between L2 readers when used in conjunction with text-based computer-mediated discussion (Murphy, 2010).…”