The effects of digital game-based instruction, teacher instruction, and direct focused written corrective feedback on the grammatical accuracy of English articles

Barry Lee Reynolds · Chian-Wen Kao

84 citations0/0 files storedComputer Assisted Language Learning

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EFL/ESL Teaching and Learning Educational Games and Gamification Second Language Acquisition and Learning

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.

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1996The Study of Second Language Acquisition 1985The Input Hypothesis: Issues and Implications 2003Task-based Language Learning and Teaching 1995The Study of Second Language Acquisition 1985Communicative competence : Some roles of comprehensible input and comprehensible output in its development 1986The Input Hypothesis: Issues and Implications 2004TASK-BASED LANGUAGE LEARNING AND TEACHING 1998Focus on form in classroom second language acquisition

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2020Computer‐mediated feedback for L2 learners: Challenges versus affordances 2020The effect of a digital game-based learning task on the acquisition of the English Article System 2025The human touch in AI: optimizing language learning through self-determination theory and teacher scaffolding 2019Pre-service language teachers’ online written corrective feedback preferences and timing of feedback in computer-supported L2 grammar instruction 2021Investigating the Effects of Perceived Feedback Source on Second Language Writing Performance: A Quasi-Experimental Study

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