Nicolás Conesa, Florentina

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Nicolás Conesa, Florentina

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Nicolás Conesa, Florentina

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Universidad de Murcia. Departamento de Didáctica de la Lengua y la Literatura(Español, Inglés y Francés)

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Effects of task repetition with the aid of direct and indirect written corrective feedback. A longitudinal study in an out-of-school context
(John Benjamins Publishing Company, 2020) Amelohina, Victoria; Nicolás Conesa, Florentina; Manchón Ruiz, Rosa María; Didáctica de la Lengua y la Literatura
This study sheds light on the learning affordances of task repetition in writing by analyzing the effects of exact task repetition (2 iterations of the same task) and procedural task repetition (2 task types, each one performed twice over 6 months) aided with written corrective feedback (WCF). The participants were 19 EFL students enrolled in an out-of-school instructional program. Two se-quences of direct and indirect WCF were implemented and potential differences in terms of CAF measures of the texts produced in a new iteration of the task and across tasks and time were examined. Results showed linear and non-linear effects of task repetition with WCF on diverse components of CAF, as well as a differential appropriation of indirect WCF across time. Theoretical and method-ological implications for the learning affordances of task repetition in the envi-ronment of writing are drawn.
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Affordances of screencast technology for analyzing engagement with computer-mediated feedback on L2 writing
(Routledge, 2025) Nicolás Conesa, Florentina; Cerezo García, María Lourdes; McBride, Sophie; Didáctica de la Lengua y la Literatura
The aim of this chapter is to reflect on the affordances, from a research methodology perspective, of using screencasts to analyze second language (L2) writers’ engagement with feedback. Screencasts are considered “digital windows” into learners’ writing processes, including engagement with feedback. We will thus describe the types of data obtained with screencast technology and how the analysis of these data may further our understanding of the processes L2 learners engage in while acting upon different feedback timing conditions (immediate synchronous, delayed synchronous, and asynchronous teacher feedback). The chapter will start with a brief outline of the aims guiding our empirical study and a concise account of the rationale behind our aims and methodology, including data collection decisions and instruments. The central part of the chapter will then focus on describing (i) the type of data about learner engagement with feedback that can be obtained via screencast technology (i.e., affordances) and (ii) the challenges experienced during data collection and how they were addressed. We will close with methodological implications for future research aiming to use screencast technology to analyze learner engagement with feedback.
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Are two heads always better than one? Comparing the effects of WCF on accuracy in Low-Intermediate EFL learners' individual and collaborative writing
(IGI Global, 2023) Cerezo García, María Lourdes; Nicolás Conesa, Florentina; Didáctica de la Lengua y la Literatura
Most research on the ejfectiveness of written corrective feedback (WCF) for accuracy improvement has focused on individual writing. There is scarce research about L2 accuracy through collaborative writing and feedback tasks, or about the types of linguistic categories on which learners focus while revising feedback collaboratively. In this chapter, the authors compare the effects of unfocused WCF on EFL learners' overall and specific linguistic accuracy in individual and collaborative writing conditions. The participants were low-intermediate EFL students (n=54 individuals; n=32 dyads). In each writing condition there was a feedback group and a control group (no feedback). All groups wrote a text, processed feedback (feedback groups) or self-identified errors ( control groups) and rewrote their texts. Non-parametric statistics were conducted. Individual writing and feedback resulted in better accuracy than collaborative writing andfeedback. The writing condition infiuenced learners' attempt to correct grammatical corrections depending on the availability offeedback.
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Feedback timing and engagement with feedback. Effects on L2 written accuracy
(Taylor and Francis Group, 2026-05-04) Nicolás Conesa, Florentina; Cerezo García, María Lourdes; McBride, Sophie; Didáctica de la Lengua y la Literatura; Facultades de la UMU::Facultad de Educación
A substantial body of research has demonstrated the benefits of written corrective feedback (WCF) for L2 written accuracy (see meta-analyses such as Kang & Han); however, comparatively few studies have experimentally examined the effectiveness of feedback in different timing conditions or how learners engage with feedback provided at different times. Yet, understanding when feedback is most beneficial and how feedback timing shapes learners’ engagement with corrections is pedagogically essential, as it can help learners maximize their opportunities to notice and integrate corrections into their evolving L2 linguistic system. The present study employs a mixed-methods design to compare learners’ engagement with WCF and accuracy improvement under three timing conditions: (i) immediate synchronous WCF (during writing), (ii) delayed synchronous WCF, and (iii) asynchronous WCF. Twenty advanced EFL university students completed two writing tasks, processed unfocused indirect WCF, completed audio-recorded questionnaires on their engagement with WCF, and revised their texts using screencast technology to capture real-time engagement and changes in accuracy. All groups significantly improved accuracy, with no advantage for synchronous or delayed synchronous over asynchronous feedback. All participants were similarly engaged, but different patterns of engagement were found because of different feedback timing conditions. These findings suggest that advanced learners can benefit equally from different feedback timing conditions using unfocused indirect feedback. Methodological and pedagogical implications are drawn.
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Overview of methodological procedures in research on written corrective feedback processing
(John Benjamins Publishing Company, 2023) Coyle Balibrea, Yvette; Nicolás Conesa, Florentina; Cerezo García, María Lourdes; Didáctica de la Lengua y la Literatura
This chapter offers a critical overview of the methods used in research on written corrective feedback processing. Broadly framed within interventionist and non-interventionist strands of research on the grounds of whether or not feedback and other task or participant-related variables are controlled by the researcher, we describe the research designs, participants, data collection tools, and analytical units used in studies on feedback processing. Our purpose in doing so is twofold. Firstly, we aim to take stock of the ways in which process research has evolved in line with changing theoretical and empirical developments in the field of L2 writing studies. Secondly, we intend to offer an appraisal of the methodological procedures used in existing research. Finally, we suggest future directions for a more inclusive research agenda that can respond to the challenges of new digital and curricular L2 writing scenarios and establish greater uniformity in its analytical approaches.
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L2 writers’ processing of written corrective feedback. Depth of processing via written languaging
(John Benjamins, 2020) Manchón Ruiz, Rosa María; Nicolás Conesa, Florentina; Cerezo García, María Lourdes; Criado, Raquel; Filología Inglesa
In this study we investigated (i) whether levels of depth of processing (DoP) are mediated by writing conditions (individual vs. collaborative writing), and (ii) the relationship between DoP and accuracy measures in the texts produced before and after processing feedback. Participants (118 intermediate EFL learners) were invited to complete a picture-based problem-solving task in either individual or collaborative writing conditions, in both cases with and without the availability of feedback. Findings show that access to feedback (rather than writing conditions) was the key variable that mediated both DoP and improvements in global accuracy. We discuss these findings from various perspectives, including methodological considerations for future languaging research.
Open Access
The impact of adjunct instruction on EFL academic writing at university
(John Benjamins Publishing, 2024-02-02) Roquet Pugès, Helena; Navarro Gil, Noelia; Nicolás Conesa, Florentina; Didáctica de la Lengua y la Literatura
Adjunct instruction (AI), a form of content-based instruction, can provide students with opportunities to learn disciplinary discourse in context. Few studies have explored the extent to which AI affects students’ written production over time. This study aims to analyze the impact of a 60-hour AI course in English on writing complexity, accuracy, fluency (CAF) and on holistic measures in two groups with different exposure to English. The participants were 51 first-year Dentistry students from two strands, English-Medium of Instruction (EMI) (n = 21) and first language (L1 Catalan/Spanish) (n = 30). After 60 hours of AI, the EMI+AI group improved lexical diversity, while the L1+AI group improved accuracy and some holistic measures. Correlations between CAF and holistic measures indicate defining features of second language writing in each strand. The benefits of adjunct instruction for writing development are discussed in the light of the two settings explored. ------------------------
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L2 writers' processing of written corrective feedback: depth of processing via written languaging
(John Benjamins Publishing Company, 2020) Manchón Ruiz, Rosa María; Nicolás Conesa, Florentina; Cerezo García, María Lourdes; Criado, Raquel; Didáctica de la Lengua y la Literatura
In this study we investigated (i) whether levels of depth of processing (DoP) are mediated by writing conditions (individual vs. collaborative writing), and (ii) thc relationship between DoP and accuracy measures in the texts produced befare and after processing feedback. Participants (118 intermediate EFL learners) were invited to complete a picture-based problem-solving task in either individual or collaborative writing conditions, in both cases with and without the availability of feedback. Findings show that access to feedback (rather than writing conditions) was the key variable that mediated both DoP and improvements in global accuracy. Wc discuss these findings from various pcrspectives, including methodological considerations for future languaging research.
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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Adjunct instruction in higher education: examining the effects on English foreign language proficiency
(Taylor and Francis Group, 2020-05-21) Roquet Pugès, Helena; Vraciu, Alexandra; Nicolás Conesa, Florentina; Pérez Vidal, Carmen; Didáctica de la Lengua y la Literatura
This study aims to measure the longitudinal impact of a 60-hour adjunct instruction course, involving L2 content-based teaching with a systematic focus on form, on students’ grammatical and lexical knowledge and on their receptive skills (i.e. reading and listening) in a foreign language higher education context. The participants were 52 university students enrolled in two different strands of the same Dentistry degree: an English-Medium Instruction (EMI) group, with no explicit L2 teaching/learning objectives, (n = 25) and an L1 group (n = 27) (Catalan/Spanish). In the L1 group, students had to read articles and teachers’ powerpoint presentations in the L2. Quantitative data collected by means of a battery of tests over 16 weeks indicate that adjunct instruction leads to statistically significant improvement in overall L2 language scores for all students alike. Nonetheless, results show that adjunct instruction tends to bring larger L2 grammatical improvement and significantly higher gains in receptive skills to Dentistry students who receive minimal English Foreign Language exposure (i.e. the L1 strand) than to those with massive exposure to English (i.e. the EMI strand).