Chapter 11. Teachers’ provision of feedback in L2 text-chat
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Nicole Ziegler
Abstract
Numerous studies have examined the role of various individual differences in second language (L2) learning and use, finding that factors such as aptitude (e.g., Robinson, 2005; Skehan, 2002), motivation (e.g., Dörnyei, Henry, & MacIntyre, 2014; Masgoret & Gardner, 2003), anxiety (e.g., Horwitz, 2001, 2010), creativity (e.g., Bell, 2012; McDonough, Crawford, & Mackey, 2015), and working memory capacity (WMC; see Baddeley, 2003; Juffs & Harrington, 2011 for reviews), have a substantial impact on L2 learning outcomes. Although the majority of this empirical research has focused on the learner as interlocutor, a growing number of scholars have turned their attention to the potential influence of individual differences in the cognition of non-learner interlocutors (i.e., teachers; see Gurzynski-Weiss, 2014a, this volume). This exploratory research examines the relationship between teacher interlocutors’ WMC and their provision of corrective feedback in written synchronous text chat. While results indicated no statistically significant correlation between teachers’ WMC and their provision of feedback during interactions, findings from stimulated recall protocols suggested that several teacher, learner, and contextual factors (such as personal beliefs, knowledge of learners’ first language, and the communicative value of an error) play a mediating role in teachers’ feedback decisions.
Abstract
Numerous studies have examined the role of various individual differences in second language (L2) learning and use, finding that factors such as aptitude (e.g., Robinson, 2005; Skehan, 2002), motivation (e.g., Dörnyei, Henry, & MacIntyre, 2014; Masgoret & Gardner, 2003), anxiety (e.g., Horwitz, 2001, 2010), creativity (e.g., Bell, 2012; McDonough, Crawford, & Mackey, 2015), and working memory capacity (WMC; see Baddeley, 2003; Juffs & Harrington, 2011 for reviews), have a substantial impact on L2 learning outcomes. Although the majority of this empirical research has focused on the learner as interlocutor, a growing number of scholars have turned their attention to the potential influence of individual differences in the cognition of non-learner interlocutors (i.e., teachers; see Gurzynski-Weiss, 2014a, this volume). This exploratory research examines the relationship between teacher interlocutors’ WMC and their provision of corrective feedback in written synchronous text chat. While results indicated no statistically significant correlation between teachers’ WMC and their provision of feedback during interactions, findings from stimulated recall protocols suggested that several teacher, learner, and contextual factors (such as personal beliefs, knowledge of learners’ first language, and the communicative value of an error) play a mediating role in teachers’ feedback decisions.
Chapters in this book
- Prelim pages i
- Table of contents vii
- Acknowledgements ix
- List of contributors xi
-
Introduction
- Chapter 1. Expanding individual difference research in the interaction approach 3
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Learners
- Chapter 2. Overview of learner individual differences and their mediating effects on the process and outcome of L2 interaction 19
- Chapter 3. The effects of cognitive aptitudes on the process and product of L2 interaction 41
- Chapter 4. The role of language analytic ability in the effectiveness of different feedback timing conditions 71
- Chapter 5. Gender and recasts 99
- Chapter 6. Interaction and phonetic form in task completion 121
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Instructors
- Chapter 7. Instructor individual characteristics and L2 interaction 151
- Chapter 8. Vietnamese TESOL teachers’ cognitions and practices 173
- Chapter 9. Investigating the relationship between instructor research training and pronunciation-related instruction and oral corrective feedback 201
- Chapter 10. Linguistic variation in instructor provision of oral input 225
- Chapter 11. Teachers’ provision of feedback in L2 text-chat 255
- Chapter 12. Preservice instructors’ performance on a language learning task 281
-
Other interlocutors
- Chapter 13. Look who’s interacting 305
- Index 325
Chapters in this book
- Prelim pages i
- Table of contents vii
- Acknowledgements ix
- List of contributors xi
-
Introduction
- Chapter 1. Expanding individual difference research in the interaction approach 3
-
Learners
- Chapter 2. Overview of learner individual differences and their mediating effects on the process and outcome of L2 interaction 19
- Chapter 3. The effects of cognitive aptitudes on the process and product of L2 interaction 41
- Chapter 4. The role of language analytic ability in the effectiveness of different feedback timing conditions 71
- Chapter 5. Gender and recasts 99
- Chapter 6. Interaction and phonetic form in task completion 121
-
Instructors
- Chapter 7. Instructor individual characteristics and L2 interaction 151
- Chapter 8. Vietnamese TESOL teachers’ cognitions and practices 173
- Chapter 9. Investigating the relationship between instructor research training and pronunciation-related instruction and oral corrective feedback 201
- Chapter 10. Linguistic variation in instructor provision of oral input 225
- Chapter 11. Teachers’ provision of feedback in L2 text-chat 255
- Chapter 12. Preservice instructors’ performance on a language learning task 281
-
Other interlocutors
- Chapter 13. Look who’s interacting 305
- Index 325
