Use this URL to cite or link to this record in EThOS:
Title: Feedback strategies for second language teaching with implications for intelligent tutorial systems
Author: Ferreira-Cabrera, Anita A.
Awarding Body: University of Edinburgh
Current Institution: University of Edinburgh
Date of Award: 2003
Availability of Full Text:
Access from EThOS:
Full text unavailable from EThOS. Please try the link below.
Access from Institution:
A major focus of research in Intelligent Tutoring systems (ITS) has been the identification and implementation of feedback strategies that facilitate student learning. Much of this research has been carried out on systems teaching procedural skills in domains such as algebras, physics or computer programming. There has been little effort devoted to ITS for foreign languages or Intelligent Computer-Assisted Language Learning (ICALL). This thesis aims to inform the design of feedback strategies in ITS for learning Spanish as a Second Language, using empirical data about student-teacher interactions. We explore empirical evidence about the type, frequency and effectiveness of feedback strategies used by Spanish teachers in studies of three different learning contexts: an observational study of face-to-face classroom interactions, a case study of one-on-one tutorial interactions, and an experimental study in which students interacted with a web-based tutoring program. To provide guidelines for researchers developing feedback strategies for ITS for second language learning, we studied both positive and negative feedback strategies. For positive feedback we consider repetition and rephrasing, whereas for negative feedback, we consider two groups of strategies: (1) Giving-Answer Strategies (GAS) which include repetition of the error, recast, provision of the correct answer, and explicit correction, and (2) Prompting-Answer Strategies (PSA) which include elicitation, meta-linguistic cues, and clarification-requests. The results of our empirical studies suggest that in negative feedback, PAS are more effective for dealing with grammar and vocabulary errors, and GAS are more effective for dealing with pronunciation errors. For positive feedback, repetition and acknowledgement are the most frequently used strategies. We suggest that an ITS for Spanish as a foreign language should implement feedback strategies that prompt students for answers with grammar or vocabulary errors and give the target form for pronunciation errors.
Supervisor: Not available Sponsor: Not available
Qualification Name: Thesis (Ph.D.) Qualification Level: Doctoral
EThOS ID:  DOI: Not available