Reading comprehension exercises online: The effects of feedback, proficiency and interaction

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EFL/ESL Teaching and Learning Second Language Acquisition and Learning English Language Learning and Teaching

Abstract

This paper describes an ongoing project to create an online version of a reading programme, a custom-designed English language proficiency course at a university in Japan.Following an interactionist view of second language acquisition, it was hypothesised that comprehension of a reading passage could be enhanced by online materials promoting interaction between students as they completed a multiple-choice reading comprehension exercise.Interaction was promoted: (a) through pair work at a single computer and (b) by providing Elaborative feedback in the form of hints about incorrect answers as a means of stimulating discussion about corrections.Students were randomly selected from upper and lower levels of English proficiency, as determined by the Kanda English Proficiency Test (Bonk & Ockey, 2003), to receive either Elaborative feedback or Knowledge of Correct Response feedback (which supplies the correct answers).Within these groups, some students worked in pairs and some alone.Quantitative results show that the interaction between Type of feedback and Manner of study (individual or pair work) was statistically significant; students performed best on a follow-up comprehension exercise when in pairs and having been provided with Elaborative feedback.Furthermore, qualitative analysis of transcribed interactions also shows that Elaborative feedback was conducive to quality interaction.

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1985The Input Hypothesis: Issues and Implications 2013Sociocultural Theory and Second Language Learning 1985Communicative competence : Some roles of comprehensible input and comprehensible output in its development 1995How Languages Are Learned 1986Input in Second Language Acquisition 2014An Introduction to Second Language Acquisition Research 2013Teaching and Researching: Autonomy in Language Learning 1995Problems in Output and the Cognitive Processes They Generate: A Step Towards Second Language Learning

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2020The effect of personalized feedback on listening and reading skills in the learning of EFL 2013Interactive stories and exercises with dynamic feedback for improving reading comprehension skills in deaf children 2010Web-based collaborative reading exercises for learners in remote locations: the effects of computer-mediated feedback and interaction via computer-mediated communication

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