Schedule: 2009-09-11 (12:00 - 13:30)
Symposium: Corrective Feedback in Different Asynchronous CMC Settings (Room A-32)

Title: Corrective Feedback in Different Asynchronous CMC Settings
Authors: Lina Lee, Doris Dippold, Katerina Zourou
Abstract: L2 Research has shown that CMC creates affordable learning conditions to support both meaning-oriented communication and form-focus reflection through the use of corrective feedback (Lee, 2006, 2008; O’Rourke, 2005; Ware & O’Dowd, 2008). The effects of corrective feedback on language process and outcomes depend on various aspects of online exchange including task design, CMC tools and language proficiency (e.g., expert vs. novice). Existing research suggests that corrective feedback through expert-novice interaction is fruitful for enabling the less competent individual to benefit from the expert’s scaffolding (Lee, 2004; Mangenot & Zourou, 2007). Other researchers remark that although the amount of error correction seems to be low, peer feedback offers a less-threatening context and learners with symmetrical L2 skills were capable of providing feedback that led to error noticing through collaborative effort and effective support (Lee, 2002; Morris, 2005; Ware & Warschauer, 2006). Despite valuable CMC research findings, additional studies should continue to examine the role of corrective feedback in various CMC settings including Web 2.0 social networking (e.g., wikis, blogs). The current panel reports on a series of studies that extend our understanding of corrective feedback and focus-on-form in asynchronous CMC contexts.

The first paper discusses a pedagogic research project using blogs in an advanced German language class. This paper is concerned with to what extent blogs can facilitate peer feedback and what issues need to be addressed for them to be a valuable tool in this process. The researcher argues that blogs are potential tools for peer feedback, but entail the need to address specific issues regarding the choice of CMC tools for feedback tasks, training in the use of interactive online tools and the roles of teachers and students.

Adopting a sociocultural view to L2 learning, the second paper identifies how computer tools (discussion board, text and audio editing facilities) shape corrective feedback practices and, inversely, how users tend to overcome tool limitations in their attempt to provide feedback. This twofold process will be discussed in relation to types of feedback and the role of CMC tools in feedback negotiation processes. Data is collected through a longitudinal study in which pre-service teachers as language tutors provided corrective feedback through different learning management systems (WebCT and Moodle) to language learners of French. Suggestions on ways of taking advantage of CMC tools to trigger online interaction through corrective feedback strategies will be provided.

The third paper presents a study of using wiki technology for collaborative writing in two elementary Spanish classes. The study focuses on the role of peer feedback and collaborative scaffolding in the revision process and the relationships between type of feedback and learners’ reactions to feedback. The findings reveal that, even where learners showed linguistic awareness for language accuracy, they expressed a concern with the quality of corrective feedback. Students with low language proficiency are not equipped to provide substantial feedback. Therefore, they tended to favor teacher feedback over that received from their peers. The study concluded with suggestions for future research and pedagogical implications.
Keywords:

Main topic: Computer Mediated Communication (CMC)

Biodata: Lina Lee is Associate Professor of Spanish at the University of New Hampshire where she teaches courses in second language acquisition, applied linguisics and foreign language methodology. She has published articles on language pedagogy, computer-mediated communication and discourse analysis Foreign Language Annals, Hispania, CALICO, Language Learning & Technology, ReCALL and System. Doris Dippold holds a PhD in Applied Linguistics from the University of Southampton. She teaches classes in German language and culture and professional communication at the University of Surrey. Her research interests are computer-assisted language learning and L2 computer-mediated communication, and the management of rapport in professional and intercultural settings. Katerina Zourou is a post-doctoral researcher in the field of computer supported collaborative language learning at the University of Luxembourg. Her research interests involve the role of computer tools in foreign language education and telecollaborative practices online. She also provides consultation on educational issues to the European Commission in Brussels.
Type of presentation Symposia

Paper category Research

Target educational sector Adult education

Language of delivery English

EU-funded project No

Schedule:	2009-09-11 (12:00 - 13:30) Symposium: Corrective Feedback in Different Asynchronous CMC Settings (Room A-32)
Title:	Corrective Feedback in Different Asynchronous CMC Settings
Authors:	Lina Lee, Doris Dippold, Katerina Zourou
Abstract:	L2 Research has shown that CMC creates affordable learning conditions to support both meaning-oriented communication and form-focus reflection through the use of corrective feedback (Lee, 2006, 2008; O’Rourke, 2005; Ware & O’Dowd, 2008). The effects of corrective feedback on language process and outcomes depend on various aspects of online exchange including task design, CMC tools and language proficiency (e.g., expert vs. novice). Existing research suggests that corrective feedback through expert-novice interaction is fruitful for enabling the less competent individual to benefit from the expert’s scaffolding (Lee, 2004; Mangenot & Zourou, 2007). Other researchers remark that although the amount of error correction seems to be low, peer feedback offers a less-threatening context and learners with symmetrical L2 skills were capable of providing feedback that led to error noticing through collaborative effort and effective support (Lee, 2002; Morris, 2005; Ware & Warschauer, 2006). Despite valuable CMC research findings, additional studies should continue to examine the role of corrective feedback in various CMC settings including Web 2.0 social networking (e.g., wikis, blogs). The current panel reports on a series of studies that extend our understanding of corrective feedback and focus-on-form in asynchronous CMC contexts. The first paper discusses a pedagogic research project using blogs in an advanced German language class. This paper is concerned with to what extent blogs can facilitate peer feedback and what issues need to be addressed for them to be a valuable tool in this process. The researcher argues that blogs are potential tools for peer feedback, but entail the need to address specific issues regarding the choice of CMC tools for feedback tasks, training in the use of interactive online tools and the roles of teachers and students. Adopting a sociocultural view to L2 learning, the second paper identifies how computer tools (discussion board, text and audio editing facilities) shape corrective feedback practices and, inversely, how users tend to overcome tool limitations in their attempt to provide feedback. This twofold process will be discussed in relation to types of feedback and the role of CMC tools in feedback negotiation processes. Data is collected through a longitudinal study in which pre-service teachers as language tutors provided corrective feedback through different learning management systems (WebCT and Moodle) to language learners of French. Suggestions on ways of taking advantage of CMC tools to trigger online interaction through corrective feedback strategies will be provided. The third paper presents a study of using wiki technology for collaborative writing in two elementary Spanish classes. The study focuses on the role of peer feedback and collaborative scaffolding in the revision process and the relationships between type of feedback and learners’ reactions to feedback. The findings reveal that, even where learners showed linguistic awareness for language accuracy, they expressed a concern with the quality of corrective feedback. Students with low language proficiency are not equipped to provide substantial feedback. Therefore, they tended to favor teacher feedback over that received from their peers. The study concluded with suggestions for future research and pedagogical implications.
Keywords:
Main topic:	Computer Mediated Communication (CMC)
Biodata:	Lina Lee is Associate Professor of Spanish at the University of New Hampshire where she teaches courses in second language acquisition, applied linguisics and foreign language methodology. She has published articles on language pedagogy, computer-mediated communication and discourse analysis Foreign Language Annals, Hispania, CALICO, Language Learning & Technology, ReCALL and System. Doris Dippold holds a PhD in Applied Linguistics from the University of Southampton. She teaches classes in German language and culture and professional communication at the University of Surrey. Her research interests are computer-assisted language learning and L2 computer-mediated communication, and the management of rapport in professional and intercultural settings. Katerina Zourou is a post-doctoral researcher in the field of computer supported collaborative language learning at the University of Luxembourg. Her research interests involve the role of computer tools in foreign language education and telecollaborative practices online. She also provides consultation on educational issues to the European Commission in Brussels.
Type of presentation	Symposia
Paper category	Research
Target educational sector	Adult education
Language of delivery	English
EU-funded project	No