|
SATAKE Yoshiho
Department Aoyama Gakuin University , College of Economics Position Professor |
|
| Language | English |
| Publication Date | 2024/12 |
| Type | Academic Journal |
| Peer Review | Peer reviewed |
| Title | The effects of teacher, peer and self-feedback on error correction with corpus use |
| Contribution Type | Single |
| Journal | Applied copus linguistics |
| Journal Type | Another Country |
| Publisher | Elsevier |
| Volume, Issue, Page | 4(3),pp.100114 |
| Details | This study investigates how feedback influences error correction in Data-Driven Learning (DDL) contexts, where learners use corpora to observe language patterns inductively. While corpora are recognized for their strengths in language learning, limited research examines feedback's role in error correction in these settings. The study hypothesizes that exposure to numerous example sentences through corpus use aids in correcting second language (L2) errors, and that different feedback sources (teacher, peer, self) impact error correction differently. By comparing teacher, peer, and self-feedback among 55 participants using the Corpus of Contemporary American English (COCA), the study finds that teacher feedback is particularly effective for correcting omission and agreement errors, highlighting its strength in identifying correctable errors. These results imply that effective corpus-based error correction should combine feedback types appropriately, such as using teacher feedback for omission and agreement errors. |
| DOI | https://doi.org/10.1016/j.acorp.2024.100114 |
| PermalinkURL | https://doi.org/10.1016/j.acorp.2024.100114 |
| URL for researchmap | https://doi.org/10.1016/j.acorp.2024.100114 |