A Study of Feedback Strategies in Foreign Language Classrooms and
Tutorials with Implications for Intelligent Computer-Assisted Language Learning
Systems
Affiliations: Department of Spanish Linguistics, Universidad de
Concepción, Concepción, Chile. E-mail: [email protected] | Division of Informatics, University of Edinburgh,
Scotland, UK. E-mail: [email protected] | Department of Computing Science, University of
Aberdeen, Scotland, UK. E-mail: [email protected]
Abstract: This paper presents two new corpus-based studies of feedback in the
domain of teaching Spanish as a foreign language, concentrating on the type and
frequency of different feedback moves, as well as what happens in the moves
that follow the feedback. In particular, as well as looking at positive
feedback, it concentrates on two general kinds of negative feedback strategies:
(1) Giving-Answer Strategies (GAS), where the teacher directly gives the
desired target form or indicates the location of the error, and (2)
Prompting-Answer Strategies (PAS), where the teacher pushes the student less
directly to notice and repair their own error. Investigating the GAS/PAS
distinction sheds light on the relative importance for Intelligent
Computer-Assisted Language Learning (ICALL) systems of knowledge construction
from interaction, which many believe is crucial for effective learning from
ITS. The main finding here is that, although GAS occur more frequently than PAS
in both corpora, it is the PAS that are more effective, in terms of eliciting
explicit repairs by the students. The first study takes place in a classroom
context, whereas the second, smaller, study looks at tutorial interactions.
This makes it possible to investigate the extent to which the mode of
interaction influences the frequency and effectiveness of feedback moves, as
well as to look at how concepts such as "wait time"
are relevant to explain moves that are ineffective. The paper concludes by
using these results to make recommendations about how to choose appropriate
feedback moves in ICALL systems.
Keywords: Intelligent tutoring systems for foreign language, intelligent computer assisted language learning, feedback strategies in foreign language, technological applications in applied linguistics
