Discussion board interactions generated no negative feedback at all, suggesting synchrony is required to foster corrective feedback¶

Claim · All claims
Evidence · 1 study · causal r1 · q2
Currency · newest study 2011 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? Discussion board interactions produced zero occurrences of explicit correction, recasts and self-correction, and the authors suggest the asynchronous nature of the mode accounts for this total absence. → Sarré 2011

Evidence¶

Sarré 2011¶

Sarré, C. (2011). Computer-mediated negotiated interactions: how is meaning negotiated in discussion boards, text chat and videoconferencing? In S. Thouësny & L. Bradley (Eds.), Second language teaching and learning with technology: views of emergent researchers (pp. 189-210). Dublin: Research-publishing.net. https://dx.doi.org/10.14705/rpnet.2011.9781908416001

q2 · i? · causal · r1

Negative feedback counts per mode (Table 11) show 61 occurrences in text chat (2.7% of turns), 58 in videoconferencing (6.4%), and none in discussion board interactions; asynchronous contributions can be carefully checked for language before posting.

"It is thus suggested that the nature itself of discussion board interaction is accountable for the total absence of negative feedback, as synchrony seems to be required to foster all types of negative feedback, namely explicit correction, recasts and self-correction."

Discussion¶

Related Claims¶

• SCMC interaction shows a small advantage over FTF on overall L2 learning outcomes — the general claim this finding bears on, with the studies behind it

• Social presence shows the strongest association with metacognition in an online case-based course, while teaching presence shows no significant relationship — the general claim this finding bears on, with the studies behind it

• Closed meaning-focused tasks foster more negotiation of meaning and negative feedback than open tasks in CMC — related
• Completing meaning-focused tasks through CMC fosters negotiated interactions in all three modes (discussion board, text chat, videoconferencing) — related, from the same study: negotiation of meaning occurs on discussion boards even though negative feedback does not
• Unprompted self-correction dominates negative feedback in NNS-NNS CMC interaction, interpreted as a face-saving preference — related, from the same study
• EFL instructors were unaware of most OCF strategy types and did not consider students' cognition when deciding on corrective feedback — related
• Videoconferencing was conducive to more negotiation of meaning than text chat and discussion board, measured as proportion of negotiated turns — related