Implicit corrective feedback in computer-guided interaction : does mode matter?
Petersen, Kenneth A.
Thesis (Ph.D.)--Georgetown University, 2010.; Includes bibliographical references.; Text (Electronic thesis) in PDF format. Interaction research on recasts has been largely confined to examining the effects of recasts delivered in an oral, face-to-face modality. The challenge of creating task conditions in a written interactive mode, in which the dynamism and immediacy of recasts can be brought to bear on L2 development, has been a formidable obstacle to advancing the exploration of written recasts. This study examines the developmental effects of recast-intensive interaction on ESL question formation and morphosyntactic accuracy. It compares the effects of recasts delivered in oral (face-to-face) tasks with recasts delivered in analogous written (computer-guided) tasks. In a pretest/posttest design, 56 high school ESL learners engaged a series of communicative tasks with either a native English speaker or an intelligent virtual interlocutor. The results indicated that participation in recast-intensive interaction was a significant predictor of both ESL question development and improvement in morphosyntactic accuracy. The mode of interaction--oral or written--had no effect on development.
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Corrective feedback, individual variation in cognitive capacities, and L2 development: Recasts vs. metalinguistic feedback Goo, Jaemyung (Georgetown University, 2011)This dissertation explores how the type of structure is related to the effectiveness of different forms of corrective feedback provided during interaction and whether/how individual differences in working memory (WM) and ...