Learners perceived instructor corrective feedback delivered through Voice Thread as helpful for improving grammar accuracy¶
Claim · All claims
Evidence · 1 study · causalr1·q1
Currency · newest study 2018 · not yet checked against its sources · not reviewed by a person
Subclaims¶
Reading the evidence codes
q is the design tier, i the impact, n the sample, and the kind with its r
the rigour judged within that kind: what each code means.
This claim: no standardized effect is recorded in observations/ for it yet, so no benchmark reading is possible.
q1 i? Experimental-group participants reported that the instructor's online corrective feedback helped them notice and correct their errors, while peer feedback was scarce. → Ebadi 2018
Evidence¶
Ebadi 2018¶
Ebadi, S., & Asakereh, A. (2018). Using Voice Thread to Enhance Speaking Accuracy: A Case Study of Iranian EFL Learners. i-manager's Journal of English Language Teaching, 8(3). https://eric.ed.gov/?id=EJ1198886
q1 · i? · causal · r1
Diary data from 5 of 9 experimental participants, triangulated with interviews; one participant wrote that "the comments I received from the instructor helped me to correct my grammar", while several reported insufficient peer comments.
"In their diaries, they all unanimously referred to the facilitative effects of online feedback they received from their instructor."
Discussion¶
Related Claims¶
- Adding asynchronous Voice Thread online speaking tasks did not outperform face-to-face-only tasks in reducing hypothetical conditional errors — related
- Peer review helped students notice their own mistakes through reviewing others' work — related
- Instructors focused OCF on pronunciation and grammar errors and withheld correction unless errors impeded communication — related
- Writing gains from written corrective feedback decline between post-test and delayed post-test — related
- Teachers adjusted their OCF provision in response to learner reactions, providing feedback when accepted and stopping when it was challenged or ignored — related
- EFL instructors were unaware of most OCF strategy types and did not consider students' cognition when deciding on corrective feedback — related
- Corrective feedback on second-language errors has a significant effect on L2 development that is maintained on delayed tests — related
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