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Oral Language Accuracy, Corrective Feedback and Learner

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Oral Language Accuracy, Corrective Feedback and Learner ORAL LANGUAGE ACCURACY, CORRECTIVE FEEDBACK AND LEARNER UPTAKE IN AN ONLINE EFL COURSE Jorge Eduardo Pineda DOCTORAL THESIS Doctoral Program in Education and ICT (e-learning) Universitat Oberta de Catalunya Thesis supervisor: Dr. Laia Canals Barcelona, 2019 2 I dedicate this fruitful and sometimes difficult process to my wife and daughter who were always there, listening. 3 Biographical sketch I hold a Bachelor’s degree in language teaching (English and French) from Universidad de Antioquia in Medellin, Colombia. During the period of my Bachelor’s degree, I conducted an investigation that focused on the implementation of reading comprehension tasks to foster an appropriate environment for learning as the problem that I identified dealt with inappropriate behavior that hindered the teaching and learning processes. I also hold a Master’s degree in language teaching from Universidad de Caldas in Manizales, Colombia. During this period, I conducted an exploratory ethnographic study that aimed to identify the language learning strategies that the students of seven different languages employed to develop their communicative competence. After I carried out this study, I implemented a language learning strategy program to facilitate language learning. I have been a language teacher for about fifteen years and I have taught English in primary schools, secondary schools, to undergraduates, and in language courses. I have also performed administrative duties in language centers. I have been a teacher of Spanish as a foreign language in the UK where I taught at different levels from high school preparing learners for their GCSE exam and in primary school where I taught kids basic language skills. During this research experience, I have published the following articles, which are derived from the present investigation. • Pineda, J. E. (2016). An analysis of students’ oral discourse in web-based environments: assessing the effects of learning tasks on language accuracy, correction strategies and students’ repairs. Proceedings from EDULEARN16 Conference. Barcelona. • Pineda, J. E. (2017). Learning English at a distance: Exploring the effects of local context on the design, implementation and the learning outcomes of a local experience of learning English. Proceedings from CALL17 Conference: CALL in Context. Berkeley. • Pineda, J. E. (2017). Development of language accuracy using synchronous and asynchronous learning activities. International Journal of Computer-Assisted Language Learning and Teaching (IJCALLT). 7(4), pages 59-73. 4 • Pineda, J. E. (2018). Error correction and repair moves in synchronous learning activities. International Journal of Educational Technology in Higher Education. 15(23), pages 2-17. • Winner of the Jaclyn Ng Shi Ing Award for Best PhD student Presentation at the XVIIIth International CALL Research Conference at the University of California Berkeley (7-9 July 2017) with the presentation entitled Learning English at a distance: Exploring the effects of local context on the design, implementation and the learning outcomes of a local experience of learning English. This presentation was derived from this investigation. The XVIIIth International CALL Research Conference was organized by the editorial board of Computer Assisted Language Learning Journal. 5 Acknowledgments I want to show my appreciation to my advisor for her invaluable feedback and support along this process and also to my family and friends who carefully listened to this story over and over again, showing interest. I also want to thank the contributions from the committee members whose comments really helped me shaped this investigation and my abilities as a researcher. I would like to thank the Universitat Oberta de Catalunya and the eLearn Center because without their innovative approach to teaching, I would not have embarked on this adventure and I would not have acquired the skills that I have learned. Now, I can say that time and geographical distances are not barriers for knowledge. Finally, I would like to thank the Universidad de Antioquia, as without their support, I would never have carried out studies at this level. Now, I feel really committed to share all the skills, knowledge, and abilities with my students and I feel obliged to increase the level of quality in the teaching and learning of languages in Colombia, especially, online learning. I also think that it is possible to take quality education to people, regardless of their location. 6 Abstract Language teaching is a field in constant evolution and the use of technology has boosted its development. The use of Computer-Mediated Communication (CMC) technologies has broadened the scope of possibilities for teaching and learning languages, offering unprecedented opportunities to learn languages in different settings (face-to-face, blended, or exclusively online), using a variety of pedagogical approaches (task-based language teaching, flipped classroom, technology-enhanced teaching and learning, gamification, etc.). However, this proliferation of technological tools and pedagogical approaches has posed several questions for teachers and researchers, among them how to best integrate technology into teaching (Nguyen & Bower, 2018) and their effects on the learners’ target language development. An equally important concern is the role which teacher feedback has in technology-enhanced language learning (Anthony, 2010; Hauck & Stickler, 2006; Yanguas & Bergin, 2018). In exclusively online language learning settings, such as the one in the present investigation, the question of how to provide corrective feedback becomes particularly relevant due to the asynchronous nature of most learning activities in online language courses. Given that immediate corrective feedback is known to facilitate the acquisition of certain grammatical structures (Arroyo & Yilmaz, 2017; S. Li, Zhu, & Ellis, 2016; Shintani & Aubrey, 2016), and that oral skills are highly neglected and consequently are the most challenging to practice in fully online language courses (Ko, 2012; Volle, 2005), this investigation seeks to identify the most common errors that learners do, the correction strategies that a teacher uses and the reactions from learners in interactions in synchronous sessions called online lessons that aim at developing learners´ oral skills and promoting interaction. This investigation analyzes the errors produced by learners, the correction strategies the teacher uses and the subsequent successful or unsuccessful repair moves learners produce during the synchronous learning activities using the error treatment sequence proposed by Lyster & Ranta (1997). Additionally, the frequency 7 and distribution of learners’ uptake (Lyster & Ranta, 1997, p.49) is detailed examining the successive repair moves or lack-of-thereof produced by the learners as a response to their teacher’s correction strategies. This allows to give an account of which correction strategies lead to successful repairs. The participants are six Colombian graduate students enrolled in a 20-week fully-online, low intermediate English language course. The findings will have implications for online language instruction given that previous research has identified that teachers need to develop new teaching skills (Compton, 2009; Hampel & Hauck, 2004; Ko, 2012) that are crucial for teaching online language courses whose objective is communication. This is a qualitative case study with a mixed-methods and a Computer-Mediated Discourse Analysis (CMDA) approach that combines qualitative and quantitative research methods. This study takes a theory-driven approach as theory informs different stages of the study: research design, data collection, analysis, and inference (Creswell & Plano-Clark, 2011; Schrauf, 2018). Data for this study come from the teacher-student interactions in synchronous learning activities in the online course, in in-depth interviews with learners and their teacher, a focus group with the learners, and the grades obtained in the oral assessment activities from the course. In order to analyze the learners’ oral productions, this study is informed by the error-treatment sequence (Lyster & Ranta, 1997) and it uses the clause as a basic unit of analysis. This investigation identifies the number of clauses containing errors, the number of clauses containing correction strategies and the number of clauses containing repair moves to calculate percentages, means and standard deviations. The analysis of the participation in the focus group and the in-depth interviews is also informed by the error-treatment sequence because this study explores the general opinions of the participants and the level of awareness of error production, the use of correction strategies and the selection of repair moves. The results from the analysis of the in- depth interviews and the focus group served to broaden the scope of the results from the analysis of the oral performances in the synchronous learning activities. The main findings of this 8 investigation show how language accuracy evolves throughout the course. Most learners produced mistakes at a similar rate and the number of mistakes they made dropped towards the end of the course, something which is also reflected in the language accuracy marks their teacher gave. The teacher tended to provide explicit corrective feedback, which nonetheless went mostly unnoticed by the students. When students realized about the mistake, they repaired it by repeating the teacher correction in the majority of the cases.
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