Learner affect in computerised L2 oral grammar practice with corrective feedback

Although corrective feedback (CF) has received much interest in the second language acquisition literature, relatively little research has investigated the relationship between CF and learner affect in concrete practice situations. The present study investigates learners' affective states and p...

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Bibliographic Details
Published in:Computer assisted language learning 2017-05, Vol.30 (3-4), p.223-246
Main Authors: Bodnar, Stephen, Cucchiarini, Catia, Penning de Vries, Bart, Strik, Helmer, van Hout, Roeland
Format: Article
Language:English
Subjects:
Adult Basic Education
Adult Students
Adults
affect
Affective Behavior
Automatic speech recognition
Beliefs
Comparative Analysis
Computer Assisted Instruction
Computer assisted language learning
Corrective feedback
Diaries
Dutch language
Error Correction
Feedback
Feedback (Response)
Foreign Countries
Grammar
Impact analysis
Indo European Languages
Language Acquisition
Oral Language
Questionnaires
Second Language Instruction
Second Language Learning
Self Efficacy
Speech recognition
Statistical Analysis
Teaching Methods
Technology assessment
Voice recognition
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Summary:Although corrective feedback (CF) has received much interest in the second language acquisition literature, relatively little research has investigated the relationship between CF and learner affect in concrete practice situations. The present study investigates learners' affective states and practice behaviour in a novel context: oral grammar practice with a computer-assisted language learning (CALL) system employing automatic speech recognition (ASR) technology to analyse learners' speech and provide feedback. Thirty-one adult learners of Dutch practiced with this system in one of two conditions: the no-feedback condition (NOCF) and the feedback condition (CF) which provided immediate CF through ASR. Despite concerns that CF can elicit negative affective reactions and although practice with feedback forced learners to reformulate more often, CF did not appear to have a negative impact. Our analysis finds no significant differences between the NOCF and CF groups. A significant correlation between practice performance and self-efficacy was found in the CF only. These findings suggest that ASR-enabled CALL systems may be suitable environments for oral grammar practice where CF on oral productions can be provided without negative affective responses, and that without feedback, learners may develop self-efficacy beliefs which do not necessarily reflect their actual performance.
ISSN:0958-8221
1744-3210
DOI:10.1080/09588221.2017.1302964