The effects of digital game-based instruction, teacher instruction, and direct focused written corrective feedback on the grammatical accuracy of English articles
The effects of digital game-based instruction, teacher instruction, and direct focused written corrective feedback on the grammatical accuracy of English articles
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基于数字游戏的教学、教师教学和直接集中书面纠正反馈对英语文章语法准确性的影响
DOI：
10.1080/09588221.2019.1617747
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发表时间：
2019
影响因子：
7
通讯作者：
Chian
中科院分区：
文献类型：
--
作者：
B. Reynolds;Chian
摘要反馈研究很少关注在第二语言写作前实施以语言为中心的教学以及写作后随后的纠错如何影响学习者未来写作的语法准确性。此外，教学模式(即教师教学或基于游戏的教学)也被低估。为了解决研究文献中的这些空白，台湾大学生(n = 45)被随机等分成两个实验组和一个控制组：带纠错的教师教学；带纠错的数字游戏教学；以及只带纠错的数字游戏教学。参与者被要求为三个类似的招聘广告写三封求职信，分别作为前测、即时后测和延迟后测。即时后测的增益得分结果显示，教师指令纠错组显著优于只纠错组，而延迟后测的增益显示教师指令纠错组和基于数字游戏的纠错组显著优于只纠错组。结果表明，提供有重点的语法教学并提供直接的有重点的反馈的教学实践比只提供纠错的教学实践更有利于二语写作。此外，在游戏过程中提供的及时语法反馈为学习者提供了参与与语言相关的提高意识的情节的机会。与接受教师指导和书面纠正反馈相结合的学习者相比，这种游戏结合书面纠正反馈能更好地保持语法知识。
Abstract Feedback researchers have given little attention to how administration of language-focused instruction before writing in a second language combined with subsequent error correction after writing can affect the grammatical accuracy of learners’ future writing. Moreover, the mode of the instruction (i.e., teacher instruction or game-based instruction) has also been undervalued. To address these gaps in the research literature, Taiwanese university student participants (n = 45) were randomly and equally divided into two experimental and one control group: teacher instruction with error correction; digital game-based instruction with error correction; and error correction only. Participants were asked to write three letters of application to three similar job advertisements as a pretest, immediate posttest, and delayed posttest. Gain score results in the immediate posttest showed that the teacher instruction with error correction group significantly outperformed the error correction only group whereas gains in the delayed posttest showed the teacher instruction with error correction and the digital game-based instruction with error correction groups significantly outperformed the error correction only group. Results indicate that pedagogical practices that provide focused grammatical instruction with direct focused feedback are more beneficial to L2 writers than only providing error correction. Furthermore, the just-in-time grammar feedback provided during game play afforded learners with opportunities to engage in awareness-raising language related episodes. Such game play combined with written corrective feedback resulted in stronger retention of grammatical knowledge compared to learners that received teacher instruction combined with written corrective feedback.
评论文章：语法语素的习得顺序不受母语知识影响吗？
DOI：
--
发表时间：
--
期刊：
Language Learning (in press)
影响因子：
--
作者：
Luk;Z. P. & Shirai;Y.
通讯作者：
Y.