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dc.contributor.authorLeontjev, Dmitri
dc.date.accessioned2014-07-03T06:11:16Z
dc.date.available2014-07-03T06:11:16Z
dc.date.issued2014
dc.identifier.citationLeontjev, D. (2014). The Effect of Automated Adaptive Corrective Feedback: L2 English questions. <i>APPLES : journal of applied language studies</i>, <i>8</i>(2), 43-66. <a href="http://apples.jyu.fi/ArticleFile/download/459" target="_blank">http://apples.jyu.fi/ArticleFile/download/459</a>
dc.identifier.otherCONVID_23681789
dc.identifier.otherTUTKAID_61898
dc.identifier.urihttps://jyx.jyu.fi/handle/123456789/43886
dc.description.abstractThe research on the amount and the types of corrective feedback beneficial for learning a second or foreign language has produced inconsistent results. Interestingly, studying corrective feedback from the perspective of a sociocultural theory of learning has the potential to resolve these differences although so far, these studies have been largely qualitative. The present study attempts to contribute to the existing research on corrective feedback from this perspective by comparing the effects of two types of automated corrective feedback on learning: adaptive feedback (i.e., feedback incrementally adapting to learners’ abilities by becoming more explicit and detailed) and knowledge of response feedback. The participants were learners of English randomly assigned to two groups, receiving either adaptive feedback (experimental group) or knowledge of response feedback (control group). The aim was to establish whether adaptive corrective feedback had a positive effect on learning, the target being L2 (second or foreign language) English questions. The findings indicate a significantly higher positive effect of the adaptive corrective feedback. Furthermore, the experimental group considered the feedback to be significantly more useful for learning than the control group although there was not a clear difference between the two groups’ perceived usefulness of the feedback for getting the answers right during the intervention. It is argued that adaptive corrective feedback can raise learners’ awareness of their mistakes, and it is suggested that it can facilitate individualised approach to learners. Further research is suggested.fi
dc.language.isoeng
dc.publisherCentre for Applied Language Studies, University of Jyväskylä
dc.relation.ispartofseriesAPPLES : journal of applied language studies
dc.relation.urihttp://apples.jyu.fi/ArticleFile/download/459
dc.subject.otherassessment
dc.subject.othersecond language learning
dc.subject.otherL2
dc.subject.othersociocultural theory
dc.subject.othercomputer-assisted language learning
dc.titleThe Effect of Automated Adaptive Corrective Feedback: L2 English questions
dc.typearticle
dc.identifier.urnURN:NBN:fi:jyu-201407032205
dc.contributor.laitosSoveltavan kielentutkimuksen keskusfi
dc.contributor.laitosCentre for Applied Language Studiesen
dc.contributor.oppiaineSoveltava kielentutkimusfi
dc.contributor.oppiaineApplied language studiesen
dc.type.urihttp://purl.org/eprint/type/JournalArticle
dc.date.updated2014-07-03T03:30:03Z
dc.type.coarjournal article
dc.description.reviewstatuspeerReviewed
dc.format.pagerange43-66
dc.relation.issn1457-9863
dc.relation.numberinseries2
dc.relation.volume8
dc.type.versionpublishedVersion
dc.rights.accesslevelopenAccessfi
dc.subject.ysopalaute
dc.subject.ysotestaus
jyx.subject.urihttp://www.yso.fi/onto/yso/p1236
jyx.subject.urihttp://www.yso.fi/onto/yso/p8471


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