Computer‐mediated feedback for L2 learners: Challenges versus affordances

This paper reviews the theoretical and pedagogical affordances and challenges highlighted in studies on correcting second language (L2) learners' errors via computer‐mediated feedback (CMF) in blended and distance learning. The study aimed at understanding and conveying the reported challenges...

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Vydané v:Journal of computer assisted learning Ročník 37; číslo 1; s. 24 - 38
Hlavný autor: Bahari, Akbar
Médium: Journal Article
Jazyk:English
Vydavateľské údaje: Chichester, UK John Wiley & Sons, Inc 01.02.2021
Wiley
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Predmet:
Barriers
CAI
Challenges
Computer Assisted Instruction
Computer assisted language learning
Computer Mediated Communication
Computers
computer‐assisted language learning (CALL)
computer‐mediated feedback (CMF)
Data collection
Distance Education
Distance learning
Efficacy
Error Correction
Errors
Expressive Language
Feedback
Feedback (Response)
Hierarchies
Language
Language acquisition
Language proficiency
Language Skills
listening
Pedagogy
reading
Receptive Language
Research Reports
Second Language Instruction
Second Language Learning
Second language teachers
Skills
speaking
Teachers
Teaching
Teaching Methods
writing
ISSN:0266-4909, 1365-2729
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Popis
Shrnutí:This paper reviews the theoretical and pedagogical affordances and challenges highlighted in studies on correcting second language (L2) learners' errors via computer‐mediated feedback (CMF) in blended and distance learning. The study aimed at understanding and conveying the reported challenges and affordances of CMF to inform the computer‐assisted language learning practitioners. To this end, 97 peer‐reviewed articles published from 2012 to 2020 that discussed CMF with respect to receptive and productive language skills were systematically reviewed. The collected data were tabularized in terms of receptive and productive skills. To visualize the results, the obtained data were arranged in four hierarchical database formats with respect to four language skills. The implications of the study are twofold. Pedagogically, teachers are informed useful affordances that can be used to give feedback during teaching. Theoretically, researchers are informed about challenges that require further investigation. Lay Description What is already known about this topic The efficacy of providing via computer‐assisted tools and affordances What this paper adds Presenting a hierarchy of affordances that can be utilized by L2 teachers for giving computer‐mediated feedback Informing the CALL practitioners about the challenges that reportedly require further analysis to expand the research in the field Implications for practice and/or policy The main theoretical implication is the need to consider individual learner differences before using any feedback type to correct errors plus several other implications that are discussed in the article. The main pedagogical implication of the study is the need to contextualize the reported affordances for computer‐mediated feedback based on the nonlinearity and dynamicity of the individual learner differences
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https://publons.com/publon/10.1111/jcal.12481
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ISSN:0266-4909
1365-2729
DOI:10.1111/jcal.12481