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The effects of digital game-based instruction, teacher instruction, and direct focused written corrective feedback on the grammatical accuracy of English articles
Barry Lee Reynolds1; Chian-Wen Kao2
2019-06
Source PublicationComputer Assisted Language Learning
ISSN0958-8221
Abstract

Feedback researchers have given little attention to how administration of language-focused instruction before writing in a second language combined with subsequent error correction after writing can affect the grammatical accuracy of learners’ future writing. Moreover, the mode of the instruction (i.e., teacher instruction or game-based instruction) has also been undervalued. To address these gaps in the research literature, Taiwanese university student participants (n = 45) were randomly and equally divided into two experimental and one control group: teacher instruction with error correction; digital game-based instruction with error correction; and error correction only. Participants were asked to write three letters of application to three similar job advertisements as a pretest, immediate posttest, and delayed posttest. Gain score results in the immediate posttest showed that the teacher instruction with error correction group significantly outperformed the error correction only group whereas gains in the delayed posttest showed the teacher instruction with error correction and the digital game-based instruction with error correction groups significantly outperformed the error correction only group. Results indicate that pedagogical practices that provide focused grammatical instruction with direct focused feedback are more beneficial to L2 writers than only providing error correction. Furthermore, the just-in-time grammar feedback provided during game play afforded learners with opportunities to engage in awareness-raising language related episodes. Such game play combined with written corrective feedback resulted in stronger retention of grammatical knowledge compared to learners that received teacher instruction combined with written corrective feedback.

KeywordCorrective Feedback English Articles Error Correction Game-based Learning Grammar Instruction
DOI10.1080/09588221.2019.1617747
URLView the original
Language英語English
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Cited Times [WOS]:6   [WOS Record]     [Related Records in WOS]
Document TypeJournal article
CollectionFaculty of Education
Corresponding AuthorBarry Lee Reynolds
Affiliation1.Faculty of Education,University of Macau,Taipa,Macao
2.Department of Applied English,Chihlee University of Technology,New Taipei City,Taiwan
First Author AffilicationFaculty of Education
Corresponding Author AffilicationFaculty of Education
Recommended Citation
GB/T 7714
Barry Lee Reynolds,Chian-Wen Kao. The effects of digital game-based instruction, teacher instruction, and direct focused written corrective feedback on the grammatical accuracy of English articles[J]. Computer Assisted Language Learning,2019.
APA Barry Lee Reynolds,&Chian-Wen Kao.(2019).The effects of digital game-based instruction, teacher instruction, and direct focused written corrective feedback on the grammatical accuracy of English articles.Computer Assisted Language Learning.
MLA Barry Lee Reynolds,et al."The effects of digital game-based instruction, teacher instruction, and direct focused written corrective feedback on the grammatical accuracy of English articles".Computer Assisted Language Learning (2019).
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