Please use this identifier to cite or link to this item: http://hdl.handle.net/10125/44663

Child-to-child interaction and corrective feedback during eTandem ESL–FSL chat exchanges

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Title:Child-to-child interaction and corrective feedback during eTandem ESL–FSL chat exchanges
Authors:Giguère, Christine
Parks, Susan
Keywords:Computer-Mediated Communication
Telecollaboration
ICT Literacies
Social Context
Date Issued:01 Oct 2018
Publisher:University of Hawaii National Foreign Language Resource Center
Michigan State University Center for Language Education and Research
Citation:Giguère, C., & Parks, S. (2018). Child-to-child interaction during eTandem ESL–FSL chat exchanges. Language Learning & Technology, 22(3), 176–192. https://doi.org/10125/44663
Abstract:This study examined the role of corrective feedback in the context of an English as a second language (ESL) and French as a second language (FSL) eTandem chat exchange involving Grade 6 students. The students were enrolled in intensive programs in the provinces of Quebec and Ontario and had an elementary to low- intermediate level of language proficiency. Tasks were completed on a weekly basis over a 9-week period. Six tasks completed by 13 pairs were retained for analysis. The analysis showed that the ESL and FSL students provided three types of feedback: explicit feedback, recasts, and negotiation of form. Unlike the study by Morris (2005), which involved Grade 5 second language (L2) Spanish students, the preference in this study was for explicit feedback. This difference was attributed to the tandem approach which emphasizes training in how to give feedback as well as school culture. Differences between the amount of feedback provided during the ESL and FSL exchanges were also observed. Here, too, the influence of school culture appears to have been a factor. The ESL students appeared to be more positively oriented to L2 learning, reflected in a higher appreciation of the tandem learning exchange. Implications for teaching and the need of future research are discussed.
URI/DOI:http://hdl.handle.net/10125/44663
ISSN:1094-3501
DOI:10125/44663
Volume:22
Issue/Number:3
Appears in Collections: Volume 22 Number 3, October 2018


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