The effect of two different modes of feedback on lexical development of academic register in ESP/EAP students´ writing
Identifikátory výsledku
Kód výsledku v 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>
Výsledek na webu
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DOI - Digital Object Identifier
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Alternativní jazyky
Jazyk výsledku
angličtina
Název v původním jazyce
The effect of two different modes of feedback on lexical development of academic register in ESP/EAP students´ writing
Popis výsledku v původním jazyce
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 & 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.
Název v anglickém jazyce
The effect of two different modes of feedback on lexical development of academic register in ESP/EAP students´ writing
Popis výsledku anglicky
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 & 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.
Klasifikace
Druh
D - Stať ve sborníku
CEP obor
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OECD FORD obor
50301 - Education, general; including training, pedagogy, didactics [and education systems]
Návaznosti výsledku
Projekt
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Návaznosti
S - Specificky vyzkum na vysokych skolach
Ostatní
Rok uplatnění
2019
Kód důvěrnosti údajů
S - Úplné a pravdivé údaje o projektu nepodléhají ochraně podle zvláštních právních předpisů
Údaje specifické pro druh výsledku
Název statě ve sborníku
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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Počet stran výsledku
14
Strana od-do
199-212
Název nakladatele
Association of LSP Teachers at Higher Education Institutions
Místo vydání
Zagreb
Místo konání akce
Zagreb
Datum konání akce
21. 2. 2019
Typ akce podle státní příslušnosti
EUR - Evropská akce
Kód UT WoS článku
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