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Chapter 15. Methodological considerations in the analysis of synchronous and asynchronous written corrective feedback

The affordances of online technologies
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Abstract

Providing written corrective feedback in computer-mediated communication (CMC) environments has increasingly attracted the interest of both researchers and practitioners. In this chapter we reflect on our study, Shintani & Aubrey (2016), which examined the comparative effects of synchronous and asynchronous written corrective feedback on the accurate production of target grammatical features in a guided writing task. The methodological challenges we experienced related to (a) operationalizing synchronous and asynchronous written corrective feedback; (b) designing treatment materials and procedures; (c) testing; and (d) analyzing the data. In each decision, we tried to find a balance between experimental control and ecological validity. This chapter not only provides a window into how we overcame these challenges but also gives suggestions for research methodologies that can be used in future studies to explore the provision of written corrective feedback through online technologies.

Abstract

Providing written corrective feedback in computer-mediated communication (CMC) environments has increasingly attracted the interest of both researchers and practitioners. In this chapter we reflect on our study, Shintani & Aubrey (2016), which examined the comparative effects of synchronous and asynchronous written corrective feedback on the accurate production of target grammatical features in a guided writing task. The methodological challenges we experienced related to (a) operationalizing synchronous and asynchronous written corrective feedback; (b) designing treatment materials and procedures; (c) testing; and (d) analyzing the data. In each decision, we tried to find a balance between experimental control and ecological validity. This chapter not only provides a window into how we overcame these challenges but also gives suggestions for research methodologies that can be used in future studies to explore the provision of written corrective feedback through online technologies.

Chapters in this book

  1. Prelim pages i
  2. Table of contents v
  3. Foreword 1
  4. Introduction
  5. Chapter 1. The study of L2 writing processes 6
  6. Part I. Investigating writing processes
  7. Chapter 2. Writing process studies. Struggling with complexities 34
  8. Chapter 3. Overview of methodological procedures in research on written corrective feedback processing 60
  9. Part II. Critical reflections on the affordances of data collection instruments and procedures
  10. Chapter 4. Survey data 84
  11. Chapter 5. Verbally mediated data 104
  12. Chapter 6. Verbally mediated data 123
  13. Chapter 7. Direct observation of writing activity 141
  14. Chapter 8. Using keystroke logging for studying L2 writing processes 161
  15. Chapter 9. Using eye tracking to study digital writing processes 183
  16. Part III. Critical reflections on the implementation of data collection instruments and procedures and on data analysis procedures
  17. Chapter 10. Exploring the generation, development, and integration of argumentative goals in L1 and L2 composition processes 202
  18. Chapter 11. Affordances and limitations when using Inputlog to study young learners’ pausing behavior in L2 writing 224
  19. Chapter 12. Investigating cognitive processes during writing tests 247
  20. Chapter 13. Methodology and multimodality 269
  21. Chapter 14. Setting up a coding scheme for the analysis of the dynamics of children’s engagement with written corrective feedback 292
  22. Chapter 15. Methodological considerations in the analysis of synchronous and asynchronous written corrective feedback 315
  23. Chapter 16. Analysing L2 writers’ processing of written corrective feedback via written languaging and think-aloud protocols 337
  24. Afterword 364
  25. Index 383
Research Methods in the Study of L2 Writing Processes
This chapter is in the book Research Methods in the Study of L2 Writing Processes
https://doi.org/10.1075/rmal.5.15shi

Chapters in this book

  1. Prelim pages i
  2. Table of contents v
  3. Foreword 1
  4. Introduction
  5. Chapter 1. The study of L2 writing processes 6
  6. Part I. Investigating writing processes
  7. Chapter 2. Writing process studies. Struggling with complexities 34
  8. Chapter 3. Overview of methodological procedures in research on written corrective feedback processing 60
  9. Part II. Critical reflections on the affordances of data collection instruments and procedures
  10. Chapter 4. Survey data 84
  11. Chapter 5. Verbally mediated data 104
  12. Chapter 6. Verbally mediated data 123
  13. Chapter 7. Direct observation of writing activity 141
  14. Chapter 8. Using keystroke logging for studying L2 writing processes 161
  15. Chapter 9. Using eye tracking to study digital writing processes 183
  16. Part III. Critical reflections on the implementation of data collection instruments and procedures and on data analysis procedures
  17. Chapter 10. Exploring the generation, development, and integration of argumentative goals in L1 and L2 composition processes 202
  18. Chapter 11. Affordances and limitations when using Inputlog to study young learners’ pausing behavior in L2 writing 224
  19. Chapter 12. Investigating cognitive processes during writing tests 247
  20. Chapter 13. Methodology and multimodality 269
  21. Chapter 14. Setting up a coding scheme for the analysis of the dynamics of children’s engagement with written corrective feedback 292
  22. Chapter 15. Methodological considerations in the analysis of synchronous and asynchronous written corrective feedback 315
  23. Chapter 16. Analysing L2 writers’ processing of written corrective feedback via written languaging and think-aloud protocols 337
  24. Afterword 364
  25. Index 383
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