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Accuracy development in L2 writing: Exploring the potential of computer-assisted unfocused indirect corrective feedback in an online EFL course

Published online by Cambridge University Press:  28 April 2021

Cédric Brudermann Open the ORCID record for Cédric Brudermann [Opens in a new window] ,
Muriel Grosbois Open the ORCID record for Muriel Grosbois [Opens in a new window]  and
Cédric Sarré Open the ORCID record for Cédric Sarré [Opens in a new window]
Cédric Brudermann
Affiliation:
Sorbonne Université, France (cedric.brudermann@sorbonne-universite.fr)
Muriel Grosbois
Affiliation:
Conservatoire National des Arts et Métiers, France (muriel.grosbois@lecnam.net)
Cédric Sarré
Affiliation:
Sorbonne Université, France (cedric.sarre@sorbonne-universite.fr)
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Abstract

In a previous study (Sarré, Grosbois & Brudermann, 2019), we explored the effects of various corrective feedback (CF) strategies on interlanguage development for the online component of a blended English as a foreign language (EFL) course we had designed and implemented. Our results showed that unfocused indirect CF (feedback on all error types through the provision of metalinguistic comments on the nature of the errors made) combined with extra computer-mediated micro-tasks was the most efficient CF type to foster writing accuracy development in our context. Following up on this study, this paper further explores the effects of this specific CF type on learners’ written accuracy development in an online EFL course designed for freshmen STEM (science, technology, engineering, and mathematics) students. In the online course under study, this specific CF type was experimented with different cohorts of STEM learners (N = 1,150) over a five-year period (from 2014 to 2019) and was computer-assisted: CF provision online by a human tutor was combined with predetermined CF comments. The aim of this paper is to investigate the impact of this specific CF strategy on error types. In this respect, the data yield encouraging results in terms of writing accuracy development when learners benefit from this computer-assisted specific CF. This study thus helps to gain a better understanding of the role that CF plays in shaping students’ revision processes and could inform language (teacher) education regarding the use of digital tools for the development of foreign language accuracy and the issues related to online CF provision.

Keywords

accuracyL2 writingcomputer-assisted corrective feedbacktutorerror type

Information

Type
Research Article
Information
ReCALL , Volume 33 , Issue 3 , September 2021 , pp. 248 - 264
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Copyright
© The Author(s), 2021. Published by Cambridge University Press on behalf of European Association for Computer Assisted Language Learning

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