Efficacy of learner feedback types and individual differences

Background:  Lyster & Ranta (1997), for example, developed a useful analytical model of the error treatment sequence based on their study in the oral classroom. Teachers employed six different types of corrective feedback, and each type was followed by a distinct frequency and distribution of different types of learners' responses, or uptake. The study results and thus the model, however, are not directly transferable to a CALL environment for a number of reasons. Most importantly, there are additional possibilities unique to CALL, such as software interface design, which might affect the error treatment process.

Research question:   What is the role of learner feedback in CALL?  What is the impact of different kinds of learner feedback on the learning process? Are there significant individual differences across gender, language skill, etc. which would warrant extensive individualization of the instruction?

Suggested methodology/comments:  In answering these questions, the research needs to develop a comprehensive, analytical model of corrective feedback and error correction to guide CALL researchers and practitioners in the design and evaluation of computer-aided language learning material. The findings will have practical applications to the CALL classroom by assessing the value of sophisticated error analysis, determining if and how students perceive corrective feedback, and which techniques they apply in response. The research needs to also suggest how corrective feedback should be constructed and displayed to different learners.

Contact: Trude Heift   heift@sfu.ca

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