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Negotiated Feedback, Situated Recast and Task-Supported Language Instruction on the Development of Grammatical Features

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  • 발행기관
    아시아영어교육학회 바로가기
  • 간행물
    The Journal of AsiaTEFL SCOPUS KCI 등재 바로가기
  • 통권
    Vol.18 No.4 (2021.12)바로가기
  • 페이지
    pp.1071-1087
  • 저자
    Eka Fadilah, Utami Widiati, Mirjam Anugerahwati
  • 언어
    영어(ENG)
  • URL
    https://www.earticle.net/Article/A405963

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원문정보

초록

영어
This study aimed at investigating the effects of Task-Supported Language Instruction (TSLI) and two oral corrective feedbacks i.e., situated recast (SR) and negotiated feedback (NF) on the learners’ development of grammatical features: be-passive voice. We utilized a quasi-experimental design on four intact-class encompassing 127 third-semester EFL learners assigned to one control group and three experimental groups. A mixed-design repeated measure analysis of variance (RM-ANOVA) was applied to gauge the development of both individuals within the groups and the comparisons between groups. The finding reveals that there is no significant development between pre and post-test depicted in the control group. By contrast, there is a significant development from pre to post-test in the experimental groups in which TSLI + NF has the largest effect sizes of TSLI + SR as well as TSLI-only group. Furthermore, TSLI + SR and TSLI + NF provided a longer-term effect than TSLI group on both tests explicated in the delayed test. We interpret these findings as showing that a dynamic explicit-implicit oral corrective feedback embedded in the explicit instruction provide more potent than those task only and control group on the learners’ development of be-passive voice.

목차

Abstract
Introduction
Literature Review
The Need for a Dynamic Explicit-Implicit Oral Corrective Feedback
Task Based-Instruction: Mediating Variable
Be-passive Voice
Method
Participants
Instruments
Task and Oral Corrective Feedback Procedures
Data Analysis
Result
Effects of the Treatments on Explicit Knowledge
Effects of the Treatments on Implicit Knowledge
The Comparison between Groups
Discussion
TSLI on Learners’ Explicit and Implicit Knowledge
TSLI and Situated Recast on Learners’ Explicit and Implicit Knowledge
TSLI and Negotiated Feedback on Learners’ Explicit and Implicit Knowledge
Conclusion
Acknowledgements
The Authors
References

키워드

negotiated feedback situated recast explicit instruction passive voice second language development

저자

  • Eka Fadilah [ Universitas Widya Kartika, Indonesia ]
  • Utami Widiati [ Universitas Negeri Malang, Indonesia ]
  • Mirjam Anugerahwati [ Universitas Negeri Malang, Indonesia ]

참고문헌

자료제공 : 네이버학술정보

간행물 정보

발행기관

  • 발행기관명
    아시아영어교육학회 [Asia TEFL]
  • 설립연도
    2004
  • 분야
    사회과학>교육학
  • 소개
    The goals of Asia TEFL are to promote scholarship, disseminate information, and facilitate cross-cultural understanding among persons concerned with the teaching and learning of English in Asia. In order to accomplish this, Asia TEFL will pursue the following goals: 1. To link ELT professionals in joint research on issues and concerns regarding English teaching and learning in the Asian context. 2. To publish an academic journal, The Asia TEFL Journal, as an internationally recognized journal in the field of English language teaching. 3. To host conferences and seminars addressing important issues concerning ELT in Asia. 4. To develop proficiency guidelines and assessment methods designed for the needs of the Asian context. 5. To develop programs for Asian learners and teachers of English to build their English language proficiency and cultural understanding and provide them with the skills required to be efficient English teaching professionals.

간행물

  • 간행물명
    The Journal of AsiaTEFL
  • 간기
    계간
  • pISSN
    1738-3102
  • eISSN
    2466-1511
  • 수록기간
    2004~2026
  • 등재여부
    SCOPUS,KCI 등재
  • 십진분류
    KDC 740 DDC 420

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