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The Cyberscript Project: A mixed-met...

Guenette, Daniele.

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The Cyberscript Project: A mixed-method study of pre-service ESL teachers' corrective feedback beliefs and practices.

紀錄類型:	書目-語言資料,印刷品 : Monograph/item
正題名/作者:	The Cyberscript Project: A mixed-method study of pre-service ESL teachers' corrective feedback beliefs and practices./
作者:	Guenette, Daniele.
面頁冊數:	292 p.
附註:	Source: Dissertation Abstracts International, Volume: 71-12, Section: A, page: .
Contained By:	Dissertation Abstracts International71-12A.
標題:	Language, Linguistics. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=NR66442
ISBN:	9780494664421

The Cyberscript Project: A mixed-method study of pre-service ESL teachers' corrective feedback beliefs and practices.
Guenette, Daniele.

The Cyberscript Project: A mixed-method study of pre-service ESL teachers' corrective feedback beliefs and practices. - 292 p.

Source: Dissertation Abstracts International, Volume: 71-12, Section: A, page: .

Thesis (Ph.D.)--McGill University (Canada), 2010.

Prompted by the controversy regarding the effects of corrective feedback (CF) on second language (L2) acquisition, as well as the role of beliefs in teacher cognition, this mixed method study examines the CF practices of a group of pre-service ESL teachers (i.e., mentors) paired with high school learners. The primary objectives were to investigate which strategies and techniques pre-service ESL teachers use when providing CF on writing, as well as the correlation between the strategies adopted by the pre-service ESL teachers and the categories of error made by the learners. To this end, the email correspondence exchanged between the mentors and learners over a school semester was examined.

ISBN: 9780494664421Subjects--Topical Terms:

1018079
Language, Linguistics.

The Cyberscript Project: A mixed-method study of pre-service ESL teachers' corrective feedback beliefs and practices.
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245 1 4 $a The Cyberscript Project: A mixed-method study of pre-service ESL teachers' corrective feedback beliefs and practices.
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500 $a Source: Dissertation Abstracts International, Volume: 71-12, Section: A, page: .
502 $a Thesis (Ph.D.)--McGill University (Canada), 2010.
520 $a Prompted by the controversy regarding the effects of corrective feedback (CF) on second language (L2) acquisition, as well as the role of beliefs in teacher cognition, this mixed method study examines the CF practices of a group of pre-service ESL teachers (i.e., mentors) paired with high school learners. The primary objectives were to investigate which strategies and techniques pre-service ESL teachers use when providing CF on writing, as well as the correlation between the strategies adopted by the pre-service ESL teachers and the categories of error made by the learners. To this end, the email correspondence exchanged between the mentors and learners over a school semester was examined.
520 $a The secondary goal of this study was to investigate whether the CF practices of mentors corroborated their beliefs in this regard. To explore these issues, data in the form of questionnaires on beliefs, journals and semi-structured guided interviews were collected throughout the project to establish the congruence of mentors' actions and perceptions of their actions with their beliefs about CF, and provide a finer-grained interpretation of the quantitative data collected through the correspondence.
520 $a Descriptive and inferential statistics revealed that, similar to the findings of research on teacher feedback, the mentors, as a group, used direct corrections significantly more than other feedback strategies and that this correction pattern was constant irrespective of the error categories. However, great variability in the mentors' decision-making process regarding CF, as well as discrepancies between expressed beliefs and practices, were also apparent. Consistent with research on teacher cognition, this study revealed tensions resulting from a clash between theory and practice, and showed that an awareness of beliefs does not necessarily have an impact on CF practices, especially when beliefs cannot be reconciled with the pedagogical imperatives of the classroom. The study discusses the myriad of factors that influence the teachers' CF practices, and concludes with implications for future research and suggestions for second language L2 teacher training programs.
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