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| 專書(含篇章)及其他著作名稱 | Computerized type of feedback and depth of processing during a computerized problem-solving task |
| 專書出版日期 | 2019-02-01 |
| 專書類別 | 紙本 |
| 是否為專書 | 是 |
| 使用語文 | 外文 |
| 專書是否經外部審稿程序或公開發行出版 | 是 |
| 作者順序 | 第一作者 |
| 通訊作者 | 是 |
| 出版年 | 2019 |
| 出版月 | 2 |
| 出版地 | USA |
| 出版者(社) | Routledge |
| ISBN編號 | 978-1-138-05692-3 |
| 所屬計劃案 | 無 |
| 可公開文檔 |
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| 可公開文檔 |
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| 可公開文檔 |
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[英文摘要] :
The computer has been employed in several studies to provide some type of feedback to second/ foreign language (L2) learners in an effort to promote L2 development (e.g., Cerezo, Caras, & Leow, 2016; Rosa & Leow, 2004). For decades, using the computer to assist language instruction or learning has been promoted in L2 classrooms as a push from generational arguments such as the net generation of digital natives (Prensky, 2001) or from second language acquisition (SLA) pioneer research study (Chapelle, 2003). However, decision making should include considering the findings of theoretically driven and empirically supported research (cf. Cerezo, Baralt, Suh, & Leow, 2014; Jones & Shao, 2011). Thus a careful analysis of features that the computer provides in the L2 classroom, such as feedback, is indispensable.
Feedback has been a focus in Instructed SLA (ISLA) over the last 35 years (e.g., Cerezo, 2016; Nagata, 1993). Yet, as to its effectiveness on L2 development, the jury is still out since feedback has been confounded with other intervening variables or provided at different stages along the L2 learning process. At the same time, how deeply such feedback has been processed by the L2 learner has not been fully investigated. To this end, the present study proposes a re-analysis of think-aloud protocols verbalized while processing feedback to address this issue.
[參考文獻] :
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