ERIC Number: ED514477
Record Type: Non-Journal
Publication Date: 2010
Abstractor: As Provided
Reference Count: 0
Implicit Corrective Feedback in Computer-Guided Interaction: Does Mode Matter?
Petersen, Kenneth A.
ProQuest LLC, Ph.D. Dissertation, Georgetown University
Interaction research on recasts has been largely confined to examining the effects of recasts delivered in an oral, face-to-face modality. The challenge of creating task conditions in a written interactive mode, in which the dynamism and immediacy of recasts can be brought to bear on L2 development, has been a formidable obstacle to advancing the exploration of written recasts. This study examines the developmental effects of recast-intensive interaction on ESL question formation and morphosyntactic accuracy. It compares the effects of recasts delivered in oral (face-to-face) tasks with recasts delivered in analogous written (computer-guided) tasks. In a pretest/posttest design, 56 high school ESL learners engaged a series of communicative tasks with either a native English speaker or an intelligent virtual interlocutor. The results indicated that participation in recast-intensive interaction was a significant predictor of both ESL question development and improvement in morphosyntactic accuracy. The mode of interaction--oral or written--had no effect on development. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]
Descriptors: Feedback (Response), Interaction, Second Language Learning, Oral Language, Computer Assisted Instruction, Pretests Posttests, High School Students, English (Second Language), Interpersonal Communication, Native Speakers, Predictor Variables, Morphology (Languages), Syntax, Educational Technology, Teaching Methods, Second Language Instruction, Intelligent Tutoring Systems
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Publication Type: Dissertations/Theses - Doctoral Dissertations
Education Level: High Schools
Authoring Institution: N/A