Please use this identifier to cite or link to this item:
Title: Oral language accuracy, corrective feedback and learner uptake in an online EFL course
Author: Pineda Hoyos, Jorge Eduardo
Director: Canals Fornons, Laia
Keywords: corrective feedback
synchronous environments
computer-mediated communication
online language teaching
Issue Date: 2019
Publisher: Universitat Oberta de Catalunya (UOC)
Abstract: The use of computer-mediated communication (CMC) technologies has broadened the scope of possibilities for language teaching and learning, while also leading teachers and researchers alike to pose a number of relevant questions. What is the best way to blend such technologies into teaching? What impact will CMC technologies have on learners' target language development? What role does teacher feedback play in exclusively online language learning settings? To answer these questions, a qualitative case study was carried out to identify the most common errors made by language learners, the correction strategies employed by teachers and, finally, learners' reactions to these corrections in synchronous interactions. The study's main findings, based on a mixed-methods and computer-mediated discourse analysis approach, are as follows: most learners make mistakes at a similar rate, the number of mistakes drops towards the end of the course, the teacher tends to provide explicit corrective feedback and students' main strategy for amending their mistakes is to repeat the teacher's correction.
Language: English
Appears in Collections:Doctoral Thesis
Doctoral Thesis

Files in This Item:
File Description SizeFormat 
Cambios_PINEDA_Jorge_Pineda_eL_TS_Thesis_definitiva.pdfPineda-Hoyos_dissertation1.49 MBAdobe PDFView/Open

This item is licensed under a Creative Commons License Creative Commons