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A Second Look at Student-Initiated Feedback in Foreign Language Writing
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A Second Look at Student-Initiated Feedback in Foreign Language Writing

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Presentation at Sunshine State TESOL 2012 in Orlando, Florida by Alison Youngblood, Melanie Gonzalez, and Elizabeth Giltner

Presentation at Sunshine State TESOL 2012 in Orlando, Florida by Alison Youngblood, Melanie Gonzalez, and Elizabeth Giltner

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  • Welcome (Alison)
  • Alison
  • (Alison/Liz)Therefore, the purpose of our study is to construct the student experience through a case study to understand their point of view. We know what researchers think and what teachers think of their interventions, but what do the students think? Student perceptions are a driving force in the classroom and their expectations influence what we teach, how we teach, and how well they learn.
  • Alison
  • Alison Constructivist paradigm
  • (Alison) Eliminated the 3rd question b/c we were getting conflicting results and RQ# 2&3 were similar. Perhaps if we correlated to grades, we could have kept #3
  • (Liz)We did have one outlier who was Haitian and spoke French.
  • (Liz)
  • (Melanie) Make sure to note how observation was different b/c one researcher was teacher. When designing study, had a lot of discussion on confidentiality vs anonymity. Ended up focusing on
  • (Melanie)
  • (Melanie)
  • (Melanie) Conflicted with previous statements! Liked when she gave them the answer here.
  • (Melanie)
  • Alison/Liz

A Second Look at Student-Initiated Feedback in Foreign Language Writing A Second Look at Student-Initiated Feedback in Foreign Language Writing Presentation Transcript

  • A Second Look at Student-Initiated Feedback in Foreign Language Writing ALISON YOUNGBLOOD ELIZABETH GILTNER MELANIE C. GONZALEZ UNIVERSITY OF CENTRAL FLORIDA SSTESOL 2012, ORLANDO, FL
  • Warm up activity In a writing class, what questions do your students often ask? Turn to the person next to you and brainstorm 2-3 questions your learners often ask you.
  • Objectives Provide insight into what beginning foreign language writers request help with from instructors Detail challenges in qualitative/observational research for new academics
  • Current Literature on Error Correction in Writing • Stages of L2 development as evidenced in writing • Cognitive and metacognitive perspectives of errorResearchers correction • Explicit vs. Implicit vs. Content-only CorrectionsPractitioners • Evaluating writing portfolios to see changes over time • Students‟ perspectives of error correction have not been Students added to the literature in any meaningful way
  • Background Conducted the study over the course of two semesters  First study – took place in Fall 2011  Second study – took place in Spring 2012 Rationale for 2nd study  Large group of non-participants  Wanted to follow one class only  Removed camera from class – would this change dynamic?
  • Research Questions Fall 2011 study:  During workshop style writing assignments, do student-initiated interactions with the instructor tend to focus on linguistic or content items?  Following the workshop, how do students feel the type of feedback they requested helped them achieve their language learning goals for that particular class session?  What are students’ perceptions of the efficacy of the feedback they requested during the workshop?
  • Modifications to Research Questions For our second run of this study, we decided to focus on the first research question. Spring 2012 study  During workshop style writing assignments, do student- initiated interactions with the instructor tend to focus on linguistic or content items?  Following the workshop, how do students feel the type of feedback they requested helped them achieve their language learning goals for that particular class session?
  • Informant Profile Undergraduates in their first semester of French at a large southeastern university  Fall 2011: n=53  Spring 2012: n=28 18-20 years old Juniors Predominantly monolingual English speakers
  • Class Profile
  • MethodsAccess to participants Researcher = InstructorData collection during Demographic Surveywriting workshop Observation/Field Notes Audio-recording Follow-up InterviewsData Analysis Transcribe student-teacher interactions when related to student-initiated questions in full field notes Comparison of full field notes between researchers to create master field notes Independent coding of master field notes and follow- up interviews based on themes Check for reliability among researchers Discussed issues in code assignment with professor
  • Findings (in Progress) Preliminary findings revealed the following conclusions based on our three research questions: Research Question #1 During workshop-style writing assignments, do student initiated interactions with the instructor tend to focus on linguistic or content items?  Linguistic questions prevailed with vocabulary & syntax being the top concerns for students  Undirected questions were also often asked (i.e. “Can you check?/Is this right?”)
  • Results605040 n Linguistic n Content30 n Undirected Question n Directions What to write Undirected20 Directions100
  • Findings (in Progress) Preliminary findings revealed the following conclusions based on our three research questions: Research Question #2 Following the workshop, how do students feel the type of feedback they requested helped them achieve their language learning goals?  Overall, informants were pleased with the feedback citing the instructor helped them to self-discover answers or gave explicit feedback when needed.
  • Findings (in Progress) Preliminary findings revealed the following conclusions based on our three research questions: Research Question #3 (From Fall 2011 study) What are students’ perceptions of the efficacy of the feedback they requested during the workshop?  Informants felt the feedback they received helped them complete the task at hand.  Example: “It was exactly what I needed”.
  • Findings (in progress) Since the informants in the study were beginning learners of French, we hypothesize their lack of vocabulary and grammar knowledge led to the prevalence of linguistic-based questions. Their low level of proficiency and uncertainty in the language could also explain the large number of questions soliciting the instructor to “check their work” or asking “is this right?”
  • Implications and Further Research Multiple researchers- Are we all doing the same thing during field observations? Replicate with higher proficiency students Video was unnecessary-audiotapes with field notes more than enough Large concentration of non-consenters in one class Two different classes, two different „personalities‟ during Fall 2011 study. Better to look at one class over a longer period of time. Formulating semi-structured interview questions to extract detailed answers
  • Contact us! Alison Youngblood a.youngb@knights.ucf.edu Elizabeth Giltner elizabeth.giltner@ucf.edu Melanie Gonzalez m.gonzalez@knights.ucf.edu