ICAnDoiT: the impact of computerised adaptive corrective feedback on L2 English learners
The present dissertation examines the impact of (computerised) adaptive corrective
feedback, that is, feedback dynamically adapting to learners’ abilities, in English as a
second/foreign language (L2) and explores the ways to maximise this impact. The
study was inspired by the sociocultural perspective on development, which had
implications for the interpretation of the results, including those obtained through
statistical data analyses.
The dissertation comprises five articles and a synthesis. In the first article, a
positive effect of adaptive corrective feedback on the learners’ ability to formulate L2
English wh-questions is established. The second article explores how learners’ beliefs
about corrective feedback guide their performance on dynamic assessment and
reflection on it, and how reflection on experience with dynamic assessment mediated
in social interaction helps to transform these same beliefs. The results suggest that due
to their beliefs, some of the participants skipped the feedback they believed to be
useless, but also illustrates how the learners, whose utterances were mediated by the
interviewer, other learners in the interview, their teacher’s voice and feedback practices,
and experience of dynamic assessment, began appropriating beliefs about corrective
feedback that were jointly constructed by the participants in the interaction. Studies
reported on in articles three and four aim at addressing the issue of lack of research on
L2 English word derivational knowledge (to an extent), the latter being the assessment
target in the study reported on in article five. This final article reports on a case study
that builds upon the previous studies conducted as a part of my doctoral research
project and studies whether generalisations made based on the other two studies add
to the usefulness of adaptive corrective feedback in dynamic assessment of L2 word
derivational knowledge. The available evidence for the validity of the computerised
system and the dynamic test of learners’ ability to formulate wh-questions with
auxiliaries is presented in a separate chapter of the synthesis.
The theoretical importance of the study lies above all in that it presents
quantitative evidence for the beneficial role of corrective feedback provided within
learners’ Zone of Proximal Development. The findings also suggest that learners’
performance during computerised dynamic assessment is mediated not only by the
adaptive corrective feedback per se but also by their beliefs about corrective feedback
and expectations of what a test should look like, their beliefs being, thus a potential
threat to validity of computerised dynamic tests but also suggests a way these can be
accounted for. As regards practical implications, the findings suggest that the
assessment/tutoring system created in the course of the study, or a similar one, using a
similar approach to mediating learners’ performance, can be used in the classroom.
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Alternative title
The impact of computerised adaptive corrective feedback on L2 English learners /Publisher
University of JyväskyläISBN
978-951-39-6586-0ISSN Search the Publication Forum
1459-4331Contains publications
- Article I: Leontjev, D. (2014). The effect of automated adaptive corrective feedback: L2 English questions. APPLES: Journal of applied language studies, 8(2), 43–66. Retrieved from http://apples.jyu.fi/ArticleFile/download/459. Full text
- Article II: Leontjev, D. (2016). Exploring and reshaping learners’ beliefs about the usefulness of corrective feedback: A sociocultural perspective. ITL International Journal of Applied Linguistics, 167(1), in press.
- Article III: Leontjev, D. (2016). L2 English derivational knowledge: Which affixes are learners more likely to recognise? Studies in Second Language Learning and Teaching, 6(2), in press.
- Article IV: Leontjev, D., Huhta, A., & Mäntylä, K. (forthcoming). Word derivational knowledge and writing proficiency: How do they link? System>.
- Article V: Leontjev, D. (2016). Dynamic assessment of word derivational knowledge: Tracing the development of a learner. Eesti Rakenduslingvistika Ühingu aastaraamat [Estonian Papers in Applied Linguistics], 12, 141–160.
Keywords
dynaaminen arviointi korjaava palaute sosiokulttuurinen teoria käsitykset englanti toisena kielenä englanti vieraana kielenä dynamic assessment corrective feedback sociocultural theory beliefs English as a second language English as foreign language kielet tietokoneavusteinen opetus oppimisprosessi kielitaito oppimiskokemukset palaute vuorovaikutus sosiokulttuuriset tekijät
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