Excellence in Research and Innovation for Humanity

International Science Index


Select areas to restrict search in scientific publication database:
10007472
Pre-Service EFL Teachers' Perceptions of Written Corrective Feedback in a Wiki-Based Environment
Abstract:
This paper explores Chilean pre-service teachers' perceptions about the provision of corrective feedback in a wiki environment during the collaborative writing of an argumentative essay. After conducting a semi-structured interview on 22 participants, the data were processed through the content analysis technique. The results show that students have positive perceptions about corrective feedback, provided through a wiki virtual environment, which in turn facilitates feedback provision and impacts language learning effectively. Some of the positive perceptions about virtual feedback refer to permanent access, efficiency, simultaneous revision and immediacy. It would then be advisable to integrate wiki-based feedback as a methodology for the language classroom and collaborative writing tasks.
Digital Article Identifier (DAI):

References:

[1] I. Álvarez, A. Espasa, & T. Guasch, (2012). The value of feedback in improving collaborative writing assignments in an online learning environment. Studies in Higher Education, 37 (4), 387-400.
[2] T. Ashwell, (2000). Patterns of teacher response to student writing in a multiple-draft composition classroom: Is content feedback followed by form feedback the best method? Journal of Second Language Writing, 9(3), 227-257.
[3] G. Braine, (2001), A study of English as a foreign language (EFL) writers on a local-area network (LAN) and in traditional classes. Computers & Composition 18 (2): 275-292.
[4] H. Brown, (2000), Principles of language learning and teaching, 4th Edition. New York: Addison Wesley Longman Inc.
[5] J. Cots, L, Armengoll, E. Arnó, M. Irún, & E. Llurda, (2007), La conciencia lingüística en la enseñanza de lenguas. Barcelona: Graó.
[6] R. Ellis, (1997), Second language acquisition (Vol. 2). London: Oxford University Press.
[7] R. Ellis, (2009), A typology of written corrective feedback types. ELT journal, 63(2), 97-107.
[8] D. Ferris, (2002), Treatment of error in second language student writing. Ann Arbor: University of Michigan Press.
[9] S. Gass, J. Behney, & L. Lonsky, (2013), Second language acquisition. An introductory course. (Fourth ed.). New York: Routledge.
[10] J. Goldschneider, & R. Dekeyser, (2001), Explaining the natural order of L2 morpheme acquisition in English: A meta‐analysis of multiple determinants. Language Learning, 51 (1), 1-50.
[11] F. Hsieh, (2009), The acquisition of English tense/agreement morphology and copula be by L1-Chinese-speaking learners. Available from: http://www.ling.lancs.ac.uk/pgconference/v03/Hsieh.pdf, accessed in November, 2014.
[12] K. Hunzer, (2012), Connecting writing process with personality: Creating long-lasting trust circles in writing classes. Collaborative learning and writing: Essays on using small groups in teaching English and composition, 66.
[13] R. Joy, (2005), The effect of feedback and instruction on writing quality: Legal writing and advanced L2 learners. (Doctoral thesis). Washington University. Washington D.C
[14] O. Kelm, (1996), The application of computer networking in foreign language education: Focusing on principles of second language acquisition. Telecollaboration in foreign language learning, 19-28.
[15] Y. Li, (2000), Linguistic characteristics of ESL writing in task-based e-mail activities. System, 28(2), 229-245.
[16] P. Lightbown, & N. Spada, (2008), How languages are learned. United Kingdom. Oxford University Press.
[17] J. Liu, & R. Sadler, (2003). The effect and affect of peer review in electronic versus traditional modes on L2 writing. Journal of English for Academic Purposes, 2(3), 193-227.
[18] S. H. Nezami, (2012), A study of errors, corrective feedback and noticing in synchronous computer mediated communication. (Master’s thesis). Retrieved from: http://urn.kb.se/resolve?urn=urn:nbn:se:liu:diva-88411 Accessed on 23/05/2017.
[19] W. O’grady, (2006), The problem of verbal inflection in second language acquisition. Available from: http://www. ling. hawaii.edu/faculty/ogrady/Verbal_inflection_in_SLA.pdf, accessed in November, 2014.
[20] A. Piscitelli, (2005), Distribución de contenidos y escritura colaborativa. En: Internet. La imprenta del siglo XXI. Cap. 5. Barcelona: Gedisa Richardson, W. (2006). Blogs, wikis, podcasts, and other powerful web tools for classrooms. Thousand Oaks, CA: Corwin Press.
[21] Y. Sheen, (2007), The effect of focused written corrective feedback and language aptitude on ESL learners' acquisition of articles. TESOL Quarterly, 41(2), 255-283.
[22] Y. Sheen, (2011), Corrective feedback, individual differences and second language learning. London: Springer Publishing.
[23] Y. Sheen, D. Wright, & A. Moldawa, (2009), Differential effects of focused and unfocused written correction on the accurate use of grammatical forms by adult ESL learners. System, 37 (4), 556-569.
[24] S. Shin, & L. Milroy, (1999), Bilingual language acquisition by Korean schoolchildren in New York City. Bilingualism: Language and Cognition, 2 (02), 147-167.
[25] M. Tatawy, (2002), Corrective feedback in second language acquisition, Columbia University Working Papers in TESOL & Applied Linguistics, 2 (2), 1-19.
[26] M. Warschauer, (2010), Invited commentary: New tools for teaching writing. In Language Learning & Technology, 14 (1), pp.3-8.
[27] Y. Soo, C. Bai, N. Sain, P. Nur, S. Md, & S. Mohd, (2013). The use of online corrective feedback in academic writing by L1 Malay learners. English Language Teaching, Vol. 6 Issue 12, p. 175.
[28] N. Srichanyachon, (2012), Teacher written feedback for L2 learners' writing development. Journal of Social Sciences, Humanities, and Arts. Vol.12 (1) 7-17.
[29] N. Storch, (2005), Collaborative writing: Product, process, and students’ reflections. Journal of Second Language Writing, 14(3), 153-173.
[30] N. Storch, & G. Wigglesworth, (2007), Writing tasks: Comparing individual and collaborative writing. Investigating tasks in formal Language Learning, 157-177.
[31] J. Truscott, (1996), The case against grammar correction in L2 writing classes. Language Learning, 46(2), 327-369.
[32] J. Truscott, & A. Hsu, (2008). Error correction, revision, and learning. Journal of Second Language Writing, 17, 292-305.
[33] F. Tuzi, (2004), The impact of e-feedback on the revisions of L2 writers in an academic writing course. Computers and Composition, 21(2), 217-235.
[34] C. Van Beuningen, N. De Jong, & F. Kuiken, (2012), Evidence on the effectiveness of comprehensive error correction in second language writing. Language Learning, 62(1), 1 41.
[35] Y. Chao, & H. Lo, (2009), Students’ perceptions of Wiki-based collaborative writing for learners of English as a foreign language. Interactive Learning Environments, 1-17. doi: 10.1080/10494820903298662.
[36] M. Koh, & J. Hill, (2009). Students’ perception of group work in an online course. Retrieved from: http://www.ijede.ca/index.php/jde/article/view/477/905. Accessed on 23/05/2017.
[37] A. Kovacic, G. Bubas, & M. Zlatovic, (2007), Evaluation of activities with a wiki system in teaching English as a second language. Retrieved from: http://www.leonardo-| lets.net/ict/common/download/AndrejaKovacic.pdf Accessed on 22/05/2017.
[38] S. Seliem, & A. Ahmed, (2009), Missing: Electronic feedback in Egyptian EFL essay writing classes. Retrieved from: http://files.eric.ed.gov/fulltext/ED505841.pdf Accessed on 22/05/2017.
[39] K. Jhwory, (2010), Does the provision of an intensive and highly focused indirect corrective feedback lead to accuracy? (Master Thesis). University of North Texas. Texas.
[40] C. Rennie, (2000), Error feedback in ESL writing classes: What do students really want. (Master thesis), California State University. Sacramento.

Vol:11 No:12 2017Vol:11 No:11 2017Vol:11 No:10 2017Vol:11 No:09 2017Vol:11 No:08 2017Vol:11 No:07 2017Vol:11 No:06 2017Vol:11 No:05 2017Vol:11 No:04 2017Vol:11 No:03 2017Vol:11 No:02 2017Vol:11 No:01 2017
Vol:10 No:12 2016Vol:10 No:11 2016Vol:10 No:10 2016Vol:10 No:09 2016Vol:10 No:08 2016Vol:10 No:07 2016Vol:10 No:06 2016Vol:10 No:05 2016Vol:10 No:04 2016Vol:10 No:03 2016Vol:10 No:02 2016Vol:10 No:01 2016
Vol:9 No:12 2015Vol:9 No:11 2015Vol:9 No:10 2015Vol:9 No:09 2015Vol:9 No:08 2015Vol:9 No:07 2015Vol:9 No:06 2015Vol:9 No:05 2015Vol:9 No:04 2015Vol:9 No:03 2015Vol:9 No:02 2015Vol:9 No:01 2015
Vol:8 No:12 2014Vol:8 No:11 2014Vol:8 No:10 2014Vol:8 No:09 2014Vol:8 No:08 2014Vol:8 No:07 2014Vol:8 No:06 2014Vol:8 No:05 2014Vol:8 No:04 2014Vol:8 No:03 2014Vol:8 No:02 2014Vol:8 No:01 2014
Vol:7 No:12 2013Vol:7 No:11 2013Vol:7 No:10 2013Vol:7 No:09 2013Vol:7 No:08 2013Vol:7 No:07 2013Vol:7 No:06 2013Vol:7 No:05 2013Vol:7 No:04 2013Vol:7 No:03 2013Vol:7 No:02 2013Vol:7 No:01 2013
Vol:6 No:12 2012Vol:6 No:11 2012Vol:6 No:10 2012Vol:6 No:09 2012Vol:6 No:08 2012Vol:6 No:07 2012Vol:6 No:06 2012Vol:6 No:05 2012Vol:6 No:04 2012Vol:6 No:03 2012Vol:6 No:02 2012Vol:6 No:01 2012
Vol:5 No:12 2011Vol:5 No:11 2011Vol:5 No:10 2011Vol:5 No:09 2011Vol:5 No:08 2011Vol:5 No:07 2011Vol:5 No:06 2011Vol:5 No:05 2011Vol:5 No:04 2011Vol:5 No:03 2011Vol:5 No:02 2011Vol:5 No:01 2011
Vol:4 No:12 2010Vol:4 No:11 2010Vol:4 No:10 2010Vol:4 No:09 2010Vol:4 No:08 2010Vol:4 No:07 2010Vol:4 No:06 2010Vol:4 No:05 2010Vol:4 No:04 2010Vol:4 No:03 2010Vol:4 No:02 2010Vol:4 No:01 2010
Vol:3 No:12 2009Vol:3 No:11 2009Vol:3 No:10 2009Vol:3 No:09 2009Vol:3 No:08 2009Vol:3 No:07 2009Vol:3 No:06 2009Vol:3 No:05 2009Vol:3 No:04 2009Vol:3 No:03 2009Vol:3 No:02 2009Vol:3 No:01 2009
Vol:2 No:12 2008Vol:2 No:11 2008Vol:2 No:10 2008Vol:2 No:09 2008Vol:2 No:08 2008Vol:2 No:07 2008Vol:2 No:06 2008Vol:2 No:05 2008Vol:2 No:04 2008Vol:2 No:03 2008Vol:2 No:02 2008Vol:2 No:01 2008
Vol:1 No:12 2007Vol:1 No:11 2007Vol:1 No:10 2007Vol:1 No:09 2007Vol:1 No:08 2007Vol:1 No:07 2007Vol:1 No:06 2007Vol:1 No:05 2007Vol:1 No:04 2007Vol:1 No:03 2007Vol:1 No:02 2007Vol:1 No:01 2007