البحث المتقدم
     

Elaborative feedback to enhance online second language reading comprehension

[Abstract] 
النوع مقال
ردمد 19164742
مصدر المعلومات
المؤلف Bown, Andy. University of Tasmania, Australia
الصفحات pp. 164-171
ملاحظة عامة Peer reviewed
المصدر English Language Teaching. Vol. 10, no. 12, 2017
الناشر Toronto: Canadian Center of Science and Education، 2017
عنوان الناشر 1120 Finch Avenue West Suite 701-309. Toronto, OH M3J 3H7. Canada. Canadian Center of Science and Education. T: 004166422606. F: 004166422608. elt@ccsenet.org. http://www.ccsenet.org/journal/index.php/elt.
ERIC رقم الوثيقة في EJ1160990
المصدر الالكتروني Full text (PDF)  PDF
الواصفات Feedback  -  Teaching methods  -  English  -  Second language instruction  -  Computer assisted instruction  -  Educational technology  -  Reading  -  University students  -  United Arab Emirates
لغة الوثيقة الانكليزية
البلد كندا
Many higher education students across the world are studying in situations where a high proportion of the academic materials they encounter are online reading texts written in their second language. While the online medium presents a number of challenges to L2 readers, it also enables the provision of a range of support mechanisms, such as instant feedback. This quasi-experimental study investigated the use of two types of feedback, elaborative and knowledge of response, and compares their effectiveness for enhancing online second language reading comprehension. The participants were 113 Emirati students of L2 English at a higher education college in the United Arab Emirates. Data were collected using a pre-test and a post-test measure of reading comprehension and an online reading comprehension exercise containing either elaborative or knowledge of response feedback. The results of the quasi-experiment showed no significant difference between the effects of the two feedback types on comprehension of an online reading text for the sample as a whole. Equally, for the high-proficiency readers, feedback type had no significant effect on text comprehension. However, with regard to the low-proficiency readers, those receiving elaborative feedback performed significantly better on the post-test than those who received knowledge of response feedback. The findings suggest that elaborative feedback can enhance online L2 reading comprehension but that it needs to be tailored specifically to the needs of the L2 readers it is intended to support. (As Provided)

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Bown, Andy. (2017). Elaborative feedback to enhance online second language reading comprehension . English Language Teaching. Vol. 10, no. 12, 2017. pp. 164-171 تم استرجاعه من search.shamaa.org .