The effect of two different modes of feedback on lexical development of academic register in ESP/EAP students´ writing

Result code in IS VaVaI

<a href="https://www.isvavai.cz/riv?ss=detail&h=RIV%2F00216224%3A14410%2F19%3A00115674" target="_blank" >RIV/00216224:14410/19:00115674 - isvavai.cz</a>

Result on the web

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DOI - Digital Object Identifier

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Result language

angličtina

Original language name

The effect of two different modes of feedback on lexical development of academic register in ESP/EAP students´ writing

Original language description

Feedback is considered a powerful tool for developing EFL learners’ writing proficiency and this role might be supported by Sociocultural Theory. This theoretical framework assumes that learning is a social phenomenon, and that human intellectual capacities, including language development, are socially and culturally mediated within the zone of proximal development (Villamil &amp; Guerrero, 2006; Vygotsky, 1978). The current study examines the effect of two modes of multi-draft electronic feedback (e-feedback) on the lexical development of EASP students’ writing using AntWordProfiler (Anthony, 2014). The participants of the study were 65 EASP advanced learners who were divided into two groups. The first group (the teacher group) was provided with multi-draft teacher e-feedback on their subsequent drafts, while the other one (the peer group) was given both peer and teacher e-feedback on their drafts. The study investigates the lexical developments in academic register between pre-test and post-test learner corpora collected in the teacher and peer group, and compares the differences between both groups. The results indicate that the students’ use of academic and specific vocabulary showed development between the pre-test and post-test in both groups, at the expense of less advanced and less specific vocabulary. The findings also show that these lexical developments do not differ between the comparison groups, suggesting that students might equally benefit from peer feedback as they do from teacher feedback.

Czech name

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Czech description

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Type

D - Article in proceedings

CEP classification

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OECD FORD branch

50301 - Education, general; including training, pedagogy, didactics [and education systems]

Project

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Continuities

S - Specificky vyzkum na vysokych skolach

Publication year

2019

Confidentiality

S - Úplné a pravdivé údaje o projektu nepodléhají ochraně podle zvláštních právních předpisů

Article name in the collection

IV.International conference From theory to practice in language for specific purposes

ISBN

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ISSN

1849-9279

e-ISSN

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Number of pages

14

Pages from-to

199-212

Publisher name

Association of LSP Teachers at Higher Education Institutions

Place of publication

Zagreb

Event location

Zagreb

Event date

Feb 21, 2019

Type of event by nationality

EUR - Evropská akce

UT code for WoS article

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