Explicitness in CALL Feedback for Enhancing Advanced ESL Learners' Grammar Skills

Thus, the development and use of an online tutorial that delivers different types of feedback and helps students become better editors of their own writing may play an important role in international students' success in their academic life. Consequently, the purposes of this research were to (a) examine the effectiveness of the types of feedback that vary in its explicitness in a computer-assisted language learning (CALL) environment, and (b) examine adaptive methods of feedback delivery based on learners' performance. Both issues were examined within the context of a computer-based tutorial designed to help advanced Korean learners of English reduce overpassivization errors in academic writing. Utilizing a pretest, posttest, and a delayed posttest design, repeated-measures ANOVA and descriptive analyses were conducted. The results suggested that among the types of corrective feedback provided (traditional, prompt, contrastive, and adaptive), the contrastive type of feedback---which contained the target structure and the student's L1 translation with the passive morphemes visually highlighted in both languages---seemed to be the most effective feedback type for increasing the adult Korean ESL learners' ability to recognize and correct overpassivization errors.

Name thesis:degree_name

Ph.D.

Level thesis:degree_level

Dissertation

Discipline thesis:degree_discipline

Educational Psychology

Grantor

University of Illinois at Urbana-Champaign

Year dc:date

2015

Author dc:creator

• Kim, Doe-Hyung

Contributors dc:contributor

• Cziko, Gary A.

• Education, Higher

Language dc:language

eng

Identifier

(MiAaPQ)AAI3362939

OAI identifier oai:identifier

oai:www.ideals.illinois.edu:2142/80095