The types and effects of peer native speakers' feedback on CMC

Language Learning and Technology

Volumn 16, Issue 1, 2012, Pages 62-90

  Díez Bedmar, María Belén ^a   Pérez Paredes, Pascual ^b  

^a UNIVERSITY OF JAÉN   (Spain)

^b UNIVERSITY OF MURCIA   (Spain)

Author keywords

Collaborative learning; Computer assisted language learning; Computer mediated communication; Technology mediated communication; Writing

Indexed keywords

EID: 84856692211     PISSN: None     EISSN: 10943501     Source Type: Journal    
DOI: None     Document Type: Article

References (89)

1. An, H., Kim, S., & Kim, B. (2008). Teacher perspectives on online collaborative learning: Factors perceived as facilitating and impeding successful online group work. Contemporary Issues in Technology and Teacher Education, 8(1), 65-83.
2. Appel, C., & Mullen, T. (2000). Pedagogical considerations for a web-based tandem language learning environment. Computers & Education Archive, 34(3-4), 291-308.
3. Arnold, N., Ducate, L., Lomicka, L., & Lord, G. (2005). Using computer-mediated communication to establish social and supportive environments in teacher education. CALICO Journal, 22(3), 537-566.
4. Arnold, N., Ducate, L., & Kost, C. (2009). Collaborative writing in wikis: insights from culture projects in German classes. In L. Lomicka & G. Lord (Eds.), The Next Generation: Social networking and online collaboration in foreign language learning (pp. 115-144). San Marcos, TX: CALICO.
5. Barbour, M. K., & Collins, M. A. J. (2005). Online writing as an indicator of student performance. International Journal of Instructional Technology & Distance Learning, 2(8). Retrieved from http://www.itdl.org/Journal/Aug_05/article02.htm.
6. Bax, S. (2003). CALL-past, present and future. System, 31(1), 13-28.
7. Belz, J. A. (2002). Social dimensions of telecollaborative foreign language study. Language Learning & Technology, 6(1), 60-81. Retrieved from http://llt.msu.edu/vol6num1/default.html.
8. Belz, J. A. (2003). Linguistic perspectives on the development of intercultural competence in telecollaboration. Language Learning & Technology, 7(2), 68-117. Retrieved from http://llt.msu.edu/ vol7num2/belz/default.html.
9. Belz, J. (2006). At the intersection of telecollaboration, learner corpus analysis, and L2 pragmatics: Considerations for language program direction. In J. Belz & S. Thorne (Eds.), Internet-mediated intercultural foreign language education (pp. 207-246). Boston: Heinle & Heinle.
10. Blake, R. (2000). Computer mediated communication: A window on L2 Spanish interlanguage. Language Learning & Technology, 4(1), 120-136. Retrieved from http://llt.msu.edu/vol4num1/blake/default.html.
11. Blake, R., & Zyzik, E. (2003). Who's helping whom? Learner/heritage-speakers' networked discussions in Spanish. Applied Linguistics, 24(4), 519-544.
12. Chandler, J. (2003). The efficacy of various kinds of error correction for improvement of the accuracy and fluency of L2 student writing. Journal of Second Language Writing 12, 267-296.
13. Chapelle, C. (1997). CALL in the year 2000: Still in search of research paradigms? Language Learning & Technology, 1(1), 19-43. Retrieved from http://llt.msu.edu/vol1num1/chapelle/default.html.
14. Chen, C. E. (2006).The development of e-mail literacy: from writing to peers to writing to authority figures. Language Learning & Technology, 10(2), 35-55. Retrieved from http://llt.msu.edu/ vol10num2/default.html.
15. Council of Europe. (2001). Common European Framework of Reference for Language: Learning, teaching, assessment. Cambridge: Cambridge University Press.
16. Cummings, J. A., Bonk, C. J. & Jacobs, F. R. (2002). Twenty first century college syllabi: Options for online communication and interactivity. Internet and Higher Education, 5(1), 1-19.
17. Díez-Bedmar, M.-B. (2008). En y hacia Bolonia: Los casos de fonética experimental y gramática Inglesa en dos titulaciones de la UJA. In Obra Colectiva, III Jornadas sobre Espacio Europeo de Educación Superior "Avanzando hacia Bolonia" (pp. 1-15). Murcia: EDINUM.
18. Ellis, R., Basturkmen, H. & Loewen, S. (2001). Preemptive focus on form in the ESL classroom. TESOL Quarterly, 35, 407-432.
19. Ellis, R., Basturkmen, H. & Loewen, S. (2002). Doing focus on form. System 30, 419-432.
20. Ellis, R., Sheen, Y., Murakami, M. & Takashima, H. (2008). The effects of focused and unfocused written corrective feedback in an English as a foreign language context. System, 36, 353-371.
21. Faigley, L. (1986). Competing theories of process: A critique and a proposal. College English, 48, 527-542.
22. Ferris, D. R. (1995). Can advanced ESL students be taught to correct their most serious and frequent errors? CATESOL Journal, 8(1), 41-62.
23. Ferris, D. R. (1997). The influence of teacher commentary on student revision. TESOL Quarterly, 31, 315-339.
24. Ferris, D. R., & Roberts, B. (2001). Error feedback in L2 writing classes. How explicit does it need to be? Journal of Second Language Writing, 10, 161-184.
25. Firth, A., & Wagner, J. (1997). On discourse, communication, and (some) fundamental concepts in second language acquisition research. Modern Language Journal, 81(3), 285-300.
26. Garrison, D. R., Anderson, T. & Archer, W. (1999). Critical inquiry in a text-based environment: computer conferencing in higher education. The Internet and Higher Education, 2, 87-105.
27. Garrison D. R., & Arbaugh J. B. (2007). Researching the community of inquiry framework: review, issues, and future directions. The Internet and Higher Education, 10, 157-172.
28. Godwin-Jones, B. (2003). Blogs and wikis: Environments for on-line Collaboration. Language Learning & Technology, 7(2), 12-16. Retrieved from http://llt.msu.edu/vol7num2/default.html.
29. Godwin-Jones, B. (2005). Messaging, gaming, peer-to-peer sharing: Language learning strategies & tools for the millennial generation. Language Learning & Technology, 9(1), 17-22. Retrieved from http://llt.msu.edu/vol9num1/default.html.
30. Grabe, W., & Kaplan, R. B. (1996). Theory and practice of writing. London and New York: Longman.
31. Greenfield, R. (2003). Collaborative e-mail exchange for teaching secondary ESL: A case study in Hong Kong. Language Learning & Technology, 7(1), 46-70. Retrieved from http://llt.msu.edu/vol7num1/default.html.
32. Hedge, T. (1988). Writing. Oxford: Oxford University Press.
33. Hulstijn, J. H. (2003). Incidental and intentional learning. In C. J. Doughty & M. H. Long (Eds.), The handbook of second language acquisition (pp. 349-381). London: Blackwell.
34. Kern, R. G. (1995). Restructuring classroom interaction with networked computers: Effects on quantity and characteristics of language production. The Modern Language Journal, 79(4), 457-475
35. Kern, R., & Warschauer, M. (2000). Introduction: Theory and practice of network-based language teaching. In M. Warschauer & R. Kern (Eds.), Network-Based Language Teaching: Concepts and Practice (pp. 1-19). Cambridge: Cambridge University Press.
36. Kessler, G. (2009). Student-initiated attention to form in wiki-based collaborative writing. Language Learning & Technology, 13(1), 79-95. Retrieved from http://llt.msu.edu/vol13num1/default.html.
37. Kessler, G., & Bikowski, D. (2010). Developing collaborative autonomous learning abilities in computer mediated language learning: attention to meaning among students in wiki space. Computer Assisted Language Learning, 23(1), 41-58.
38. Kol, S., & Schcolnik, M. (2008). Asynchronous forums in EAP: assessment issues. Language Learning & Technology, 12(2), 49-70. Retrieved from http://llt.msu.edu/vol12num2/default.html.
39. Kötter, M. (2003). Negotiation of meaning and codeswitching in online tandems. Language Learning & Technology, 7(2), 145-172. Retrieved from http://llt.msu.edu/vol7num2/default.html.
40. Krashen, S. D. (1979). A response to McLaughlin, 'The monitor model, some methodological considerations'. Language Learning, 29, 151-167.
41. Krashen, S. (1984). Writing, research, theory, and application. Oxford: Pergamon Press.
42. Lalande, J. F., II (1982). Reducing composition errors: An experiment. Modern Language Journal, 66, 140-149.
43. Laufer, B., & Girsai, N. (2008). Form-focused instruction in second language vocabulary learning: A case for contrastive analysis and translation. Applied Linguistics, 29(4), 694-716.
44. Lee, L. (2008). Focus-on-form through collaborative scaffolding in expert-to-novice online interaction. Language Learning & Technology, 12(3), 53-72. Retrieved from http://llt.msu.edu/vol12num3/ default.html.
45. Levy, M., & Kennedy, C. (2004). A task-cycling pedagogy using stimulated reflection and audio-conferencing in foreign language learning. Language Learning & Technology, 8(2), 50-68. Retrieved from http://llt.msu.edu/vol8num2/default.html.
46. Loewen, S., & Erlam, R. (2006). Corrective feedback in the chatroom: An experimental study. Computer Assisted Language Learning 19(1), 1-14.
47. Long, M. H., & Robinson, P. (1998). Focus on form: Theory, research and practice. In C. Doughty & J. Williams (Eds.), Focus on form in second language acquisition (pp. 15-41). Cambridge, UK: Cambridge University Press.
48. Lund, A. (2008). Wikis: A collective approach to language production. ReCALL, 20(1), 35-54.
49. Lyster, R., & Ranta, L. (1997). Corrective feedback and learner uptake: negotiation of form in communicative classrooms. Studies in Second Language Acquisition, 19, 37-67.
50. McLoughlin C., & Lee, M. J. W. (2007). Social software and participatory learning: Pedagogical choices with technology affordances in the Web 2.0 era. Paper presented at the 2007 Ascilite Conference in Singapore. Retrieved from http://www.ascilite.org.au/conferences/singapore07/ procs/mcloughlin.pdf.
51. Miyazoe, T., & Anderson, T. (2010). Learning outcomes and students' perceptions of online writing: Simultaneous implementation of a forum, blog, and wiki in an EFL blended learning setting. System, 38(2), 185-199.
52. Murphy, P. (2010). Web-based collaborative reading exercises for learners in remote locations: the effects of computer-mediated feedback and interaction via computer-mediated communication. ReCALL, 22(2), 112-134.
53. Nesselhauf, N. (2004). How learner corpus analysis can contribute to language teaching: A study of support verb constructions. In G. Aston, S. Bernardini & D. Stewart (Eds.), Corpora and Language Learners (pp. 109-124). Amsterdam and Philadelphia: John Benjamins.
54. O'Dowd, R. (2003). Understanding the "other side": Intercultural learning in a Spanish-English e-mail exchange. Language Learning & Technology, 7(2), 118-144. Retrieved from http://llt.msu.edu/ vol7num2/default.html.
55. O'Dowd, R. (2006). Telecollaboration and the development of intercultural communicative competence. Munich, Germany: Langenscheidt-Longman.
56. O'Dowd, R. (Ed.). (2007). Online intercultural exchange. An introduction for foreign language teachers. Clevedon: Multilingual Matters.
57. O'Rourke, B. (2005). Form-focused interaction in online tandem learning. CALICO Journal, 22(3), 433-466. Retrieved from https://calico.org/i-18-Vol%2022,%20No.%203%20(My%202005).html.
58. Ortega, L. (1997). Processes and outcomes in networked classroom interaction: defining the research agenda for L2 computer-assisted classroom discussion. Language Learning & Technology, 1(1), 82-93. Retrieved from http://llt.msu.edu/vol1num1/default.html.
59. Pellettieri, J. (2000). Negotiation in cyberspace: The role of chatting in the development of grammatical competence. In M. Warschauer & R. Kern (Eds.), Network-Based Language Teaching: Concepts and Practice (pp. 59-86). Cambridge: Cambridge University Press.
60. Pena-Shaff, J. B., & Nicholls C. (2004). Analyzing student interactions and meaning construction in computer bulletin board discussions. Computers and Education, 42, 243-265.
61. Peterson, M. (2009). Learner interaction in synchronous CMC: A sociocultural perspective. Computer Assisted Language Learning, 22(4), 303-321.
62. Postman, N. (1993). Technopoly: The surrender of culture to technology. New York: Vintage Books.
63. Richards, J. C. (1990). The language teaching matrix. In J. C. Richards (Ed.), From meaning into words: Writing in a second or foreign language (pp. 100-117). Cambridge: Cambridge University Press.
64. Robb, T., Ross, S., & Shortreed, I. (1986). Salience of feedback on error and its effect on EFL writing quality. TESOL Quarterly, 20, 83-93.
65. Sachs, R., & Suh, B. (2007). Textually enhanced recasts, learner awareness, and L2 outcomes in synchronous computer-mediated interaction. In. A. Mackey (Ed.), Conversational interaction in second language acquisition: A collection of empirical studies (pp. 197-227). Oxford: Oxford University Press.
66. Sánchez-Tornel, M., & Pérez-Paredes, P. (2008). The integration of social constructionist web enhanced language learning in Legal English: Understanding new learning skills. In P. Sánchez Hernández, P. Pérez-Paredes, P. Aguado Jiménez. & R. Criado Sánchez (Eds.), Researching and teaching specialized languages: New contexts, new challenges (pp. 845-860). Murcia: Editum, Universidad de Murcia.
67. Sauro, S. (2009). Computer-mediated corrective feedback and the development of L2 grammar. Language Learning & Technology, 13(1), 96-120. Retrieved from http://llt.msu.edu/vol13num1/default.html.
68. Schmidt, R. (2001). Attention. In P. Robinson (Ed.), Cognition and second language instruction (pp. 3-32). Cambridge: Cambridge University Press.
69. Schmidt, R. (1995). Consciousness and foreign language learning: A tutorial on the role of attention and awareness in learning. In R.W. Schmidt (Ed.), Attention and awareness in foreign language learning and teaching (pp. 1-63). Honolulu, HI: University of Hawaii.
70. Schroeder, A., Minocha, S., & Schneider, C. (2010). The strengths, weaknesses, opportunities and threats of using social software in higher and further education teaching and learning. Journal of Computer Assisted Learning, 26(3), 159-174.
71. Seow, A. (2002). The writing process and process writing. In J. Richards & W. A. Renandya (Eds.), Methodology in language teaching. An anthology of current practice (pp. 315-320). Cambridge: Cambridge University Press.
72. Smith, B. (2003). Computer-mediated negotiated interaction: An expanded model. The Modern Language Journal, 87(1), 38-57.
73. Smith, B. (2004). Computer-mediated negotiated interaction and lexical acquisition. Studies in Second Language Acquisition, 26(3), 365-398.
74. Smith, B. (2005). The relationship between negotiated interaction, learner uptake, and lexical acquisition in task-based computer-mediated communication. TESOL Quarterly 39(1), 33-58.
75. Stickler, U., & Lewis, T. (2008). Collaborative language learning strategies in an email tandem exchange. In S. Hurd & T. Lewis (Eds.), Language learning strategies in independent settings (pp. 237-261). Bristol: Multilingual Matters.
76. Sun, C., & Feng, G. (2009). Process approach to teaching writing applied in different teaching models. English Language Teaching, 2(1), 150-155.
77. Swain, M., & Lapkin, S. (1998). Interaction and second language learning: Two adolescent French immersion students working together. Modern Language Journal, 82(3), 320-337.
78. Thorne, S. L. (2003). Artifacts and cultures-of-use in intercultural communication. Language Learning & Technology, 7(2), 38-67. Retrieved from http://llt.msu.edu/vol7num2/default.html.
79. Trentin G. (2009). Using a wiki to evaluate individual contribution to a collaborative learning project. Journal of Computer Assisted Learning, 25, 43-55.
80. Truscott, J. (1996). The case against grammar correction in L2 writing classes. Language Learning, 46, 327-369.
81. Tudini, V. (2003). Using native speakers in chat. Language Learning & Technology, 7(3), 141-159. Retrieved from http://llt.msu.edu/vol7num3/default.html.
82. Varonis, E., & Gass, S. (1985). Non-native/non-native conversations: A model for negotiation of meaning. Applied Linguistics, 6, 71-90.
83. Ware, P. (2005). "Missed" communication in online communication: tensions in a German-American telecollaboration. Language Learning & Technology, 9(2), 64-89. Retrieved from http://llt.msu.edu/ vol9num2/default.html.
84. Ware, P., & O'Dowd, R. (2008). Peer feedback on language form in telecollaboration. Language Learning & Technology, 12(1), 43-63. Retrieved from http://llt.msu.edu/vol12num1/default.html.
85. Warschauer, M. (2000). On-line learning in second language classrooms: An ethnographic study. In M. Warschauer & R. Kern (Eds.), Network-Based Language Teaching: Concepts and Practice (pp. 41-58). Cambridge: Cambridge University Press.
86. Warschauer, M., & Kern, R. (Eds.). (2000). Network-Based Language Teaching: Concepts and Practice. Cambridge: Cambridge University Press.
87. White, L., Spada, S., Lightbown, P. M., & Ranta, L. (1991) Input enhancement and L2 question formation. Applied Linguistics 12(4), 416-432.
88. Wu, D., & Hiltz, R. S. (2004). Predicting learning from asynchronous online discussions. Journal of Asynchronous Learning Networks, 8(2), 139-152.
89. Yilmaz, Y., & Granena, G. (2010). The effects of task type in synchronous computer-mediated communication. ReCALL, 22(1), 20-23.