The JALT CALL Journal

Published in association
with the JALT CALL SIG



1.6
2022CiteScore
 
79th percentile
Powered by  Scopus

Related Publications

Online Language Teaching: Crises and Creativities

Online Language Teaching: Crises and Creativities

Edited by Ursula Stickler & Martina Emke (2023) Online Language Teaching: Crises and Creativities collects…
Insights into Teaching and Learning Writing

Insights into Teaching and Learning Writing

Edited by Hassan Mohebbi  & Yijen Wang  (2023) Writing is one of the most challenging skills…
Insights into Autonomy and Technology in Language Teaching

Insights into Autonomy and Technology in Language Teaching

Chun Lai  (2023) Drawing on the literature and research findings from relevant research fields, including…
Insights into Flipped Classrooms

Insights into Flipped Classrooms

Adrian Leis  (2023) This book is aimed at those interested in the flipped learning model as…
Insights into Task-Based Language Teaching

Insights into Task-Based Language Teaching

Sima Khezrlou  (2022) This book aims to offer a unique contribution to the expanding literature on…
Proceedings of the XXIst International CALL Research Conference

Proceedings of the XXIst International CALL Research Conference

Edited by Jozef Colpaert , Yijen Wang , Glenn Stockwell  (2022) The theme of the XXIst International CALL…
Insights into Professional Development in Language Teaching

Insights into Professional Development in Language Teaching

Thomas S.C. Farrell  (2022) From entering a teacher education program for initial qualifications onwards, language teachers…
Smart CALL: Personalization, Contextualization, & Socialization

Smart CALL: Personalization, Contextualization, & Socialization

Edited by Jozef Colpaert , Glenn Stockwell  (2022) The contributions in this volume focus on a…

This work is licensed under a Creative Commons Attribution 4.0 International License.

DOI: 10.29140/jaltcall.v17n3.461
Open Access

Learner engagement with corrective feedback using think-aloud protocols

Pedro Fernández-Michels https://orcid.org/0000-0002-4786-4995, Laia Canals Fornons https://orcid.org/0000-0002-9605-012X

– Online language learning environments where asynchronous communication is the main form of relation between learners and teachers require learners to use self-regulatory skills that help them control their learning process and compensate for the lack of interaction with their teachers (Fernández-Toro & Furnborough, 2014; Fernández-Toro & Hurd, 2014).


Author(s)

,

Paper type

Regular Articles

Pages

203-232

DOI

https://doi.org/10.29140/jaltcall.v17n3.461

Year



Abstract

Online language learning environments where asynchronous communication is the main form of relation between learners and teachers require learners to use self-regulatory skills that help them control their learning process and compensate for the lack of interaction with their teachers (Fernández-Toro & Furnborough, 2014; Fernández-Toro & Hurd, 2014). In such context, feedback can constitute a driver of self-regulation, facilitating information about the learning process that can contribute to the development of self-regulatory skills (Yu, Jiang & Zhou, 2020). The present article aims to provide insights about how online learners of German as a foreign language engage with written corrective feedback and co-construct meaning (Nicol, 2010). The eleven participants received two different types of corrective feedback: direct explicit feedback on one written assignment and indirect feedback using metalinguistic information and error categorization on the other. Upon receiving the feedback information, the learners were asked to carry out two screen-recorded think-aloud protocols. This article reports on the data obtained through these protocols after conducting thematic analysis (Brown & Clarke, 2006). The results show how learners engaged with each feedback modality and reveal that the feedback revision generated expression of self-regulatory actions such as reflection on their performance, evaluation, and planning.

Suggested citation

Fernández-Michels, P., & Canals Fornons, L. (2021). Learner engagement with corrective feedback using think-aloud protocols. The JALT CALL Journal, 17(3), 203–232. https://doi.org/10.29140/jaltcall.v17n3.461

 

%d