Browsing by Subject "Feedback processing"

Now showing 1 - 3 of 3
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    Open Access
    A classroom-based study on the effects of WCF on accuracy in pen-and-paper versus computer-mediated collaborative writing
    (Adam Mickiewicz University Poznan, 2022-12-27) González Cruz, Belén; Cerezo García, María Lourdes; Nicolás Conesa, Florentina; Didáctica de la Lengua y la Literatura
    This study compared the effects of computer-mediated (CM) versus pen-and-paper (P&P) writing on written accuracy and feedback processing in tasks written and rewritten collaboratively following a pedagogical treatment in two intact authentic classrooms. The study involved 32 secondary education low-proficiency English-as-a-foreign-language (EFL) learners writing two descriptive texts collaboratively and receiving in-class training in the identification and correction of grammatical, lexical, and mechanical errors. Participants were provided with unfocused direct error correction (EC). Error logs were used to facilitate noticing of teacher corrections (i.e., feedback processing). Dyads were required to rewrite their texts for evidence of feedback uptake. Results indicate that writing collaboratively on the computer with the availability of the Internet contributes to increased grammatical and lexical accuracy. No differences were found between writing environments regarding feedback processing or accuracy of rewritten texts.
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    Publication
    Open Access
    A classroom-based study on the effects of WCF on accuracy in pen-and-paper versus computer-mediated collaborative writing
    (Adam Mickiewicz University Poznan, Faculty of English, 2022-12-27) González-Cruz, Belén; Cerezo, Lourdes; Nicolás-Conesa, Florentina; Didáctica de la Lengua y la Literatura (Español, Inglés, Francés)
    This study compared the effects of computer-mediated (CM) versus pen-and-paper (P&P) writing on written accuracy and feedback processing in tasks written and rewritten collaboratively following a pedagogical treatment in two intact authentic classrooms. The study involved 32 secondary education low-proficiency English-as-a-foreign-language (EFL) learners writing two descriptive texts collaboratively and receiving in-class training in the identification and correction of grammatical, lexical, and mechanical errors. Participants were provided with unfocused direct error correction (EC). Error logs were used to facilitate noticing of teacher corrections (i.e., feedback processing). Dyads were required to rewrite their texts for evidence of feedback uptake. Results indicate that writing collaboratively on the computer with the availability of the Internet contributes to increased grammatical and lexical accuracy. No differences were found between writing environments regarding feedback processing or accuracy of rewritten texts.
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    Publication
    Open Access
    Past and future research agendas on writing strategies: Conceptualizations, inquiry methods, and research findings
    (2018-07-24) Manchón, Rosa M.; Filología Inglesa
    This paper offers a retrospective narrative review of research on L2 writing strategies and a prospective discussion of potential theoretical and pedagogical relevant lines of inquiry to be explored in future research agendas. The retrospective analysis synthesizes the main trends observed in the conceptualization of writing strategies as well as central directions followed in empirical research in the domain. The prospective discussion aims to advance re-search agendas on the basis of several observations about L2 writing that are presented as key points to be considered when analyzing existing or thinking about future research in the domain. Special mention is made of future research avenues centrally concerned with theoretical and empirical questions on the manner in which strategic behavior during writing and during written corrective feedback processing may foster language learning. It will be suggested that following this route can result in interesting and profitable synergies between research on language learning strategies and recent SLA-oriented L2 writing research initiatives on the language learning potential associated with L2 writing