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Using track changes and word processor to provide corrective feedback to learners in writing
Author(s) -
AbuSeileek A.F.
Publication year - 2013
Publication title -
journal of computer assisted learning
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 1.583
H-Index - 93
eISSN - 1365-2729
pISSN - 0266-4909
DOI - 10.1111/jcal.12004
Subject(s) - corrective feedback , word (group theory) , test (biology) , track (disk drive) , control (management) , computer science , error detection and correction , psychology , word processing , mathematics education , speech recognition , linguistics , artificial intelligence , paleontology , philosophy , algorithm , biology , operating system
Abstract This study investigated the effect of computer‐mediated corrective feedback types in an E nglish as a foreign language ( EFL ) intact class over time. The participants were 64 E nglish majors who were assigned randomly into three treatment conditions that gave and received computer‐mediated corrective feedback while writing (track changes, word processor, and track changes and word processor) and one control group that neither gave nor received writing corrective feedback. Students sat to a pre‐test (week 1), immediate post‐test (week 8) and delayed post‐test (week 12) in writing. Results showed decrease in mean error and mean feedback in students' writing performance related to correcting 11 major error types on immediate and delayed post‐tests, indicating that there was a significant effect for feedback type in favour of the group that used a combination of track changes and word processor. There was also a significant effect for the computer‐mediated corrective feedback over the control group. Moreover, results showed that both mean error and mean feedback decreased significantly from pre‐test to post‐test (week 1–week 8), indicating that overall, there was a significant change over time.