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

Oct. 26, 2018, 10:03 p.m.
Feb. 14, 2022, 10:58 p.m.
Feb. 14, 2022, 10:58 p.m.
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Volume 22 Number 3, October 2018
Giguère, Christine Parks, Susan
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.
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Giguère, C., & Parks, S. (2018). Child-to-child interaction during eTandem ESL–FSL chat exchanges. Language Learning & Technology, 22(3), 176–192.
Language Learning & Technology
University of Hawaii National Foreign Language Resource Center Michigan State University Center for Language Education and Research
Computer-Mediated Communication Telecollaboration ICT Literacies Social Context
Child-to-child interaction and corrective feedback during eTandem ESL–FSL chat exchanges