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Examining the effect of wiki-based corrective feedback and task complexity on L2 learner written productions / Shamsurahman Adel

By:

Shamsurahman Adel [author.]

Material type: Text

text

Media type:

unmediated

Carrier type:

volume

ISBN:

THE0007990(Local)

Subject(s):

Dissertation note: Thesis (Master of Humanities Technology (English Language & Professional Communication)) -- Universiti Malaysia Pahang – 2015 Abstract: Previous studies have examined the effectiveness of different types of corrective-feedback (CF) on second language (L2) learners’ writing (Ahmadi et al. 2012; Farid & Samad, 2012; Kamberi, 2013; Lyster & Sato, 2010). However, little has examined the effects of feedback on L2 writing via wiki (Zailin, Nik & Ainol, 2012) particularly when task complexity factor is concerned (Adams, Newton, Amani, & Nik, 2014). Therefore, the current study intended to examine the effects of implicit corrective feedback (ICF) and task complexity on complexity, accuracy and fluency (CAF) of L2 learner written production via a web 2.0 tool, i.e. wiki. Thirty-seven L2 learners of engineering majors at a technical university in Malaysia participated in the study. The data was collected in two stages as a pretest and posttest. The learners were randomly assigned to +reasoning demand (+RD) and –reasoning demand (-RD) conditions based on task complexity framework (Robinson, 2007). During pretest, the learners were asked to write an essay on their wiki page individually for one hour. Learners in the complex task (+RD) group were given causal reasoning factors as the points to be included in the content while learners in the less complex task (-RD) group were given freedom to include any points in the content of their essay writing. ICF was given to each of the essay in a week interval. During posttest, each learner was required to revise his/ her essay based on the treatment, i.e., ICF, for one hour. Collected data from pre and posttests were analyzed using t test. Results by means of paired-samples t test indicated that wiki-based ICF significantly affected accuracy, fluency and a part of the lexical complexity of learner written productions. An increase in task complexity in monologic task along resource-directing variable (+/-reasoning demand), on the other hand, pushed learners to create more accurate writing while fluency decreased, and no significant effect of an increase in task complexity was found on complexity. Results of the study also indicated that an increase in task complexity along resource-directing variable (+/-reasoning demand) and ICF via wiki affected accuracy of learner written productions while no effect was found on complexity and fluency of their written productions. The study highlighted that ICF via wiki and task complexity deemed important in an L2 setting in which both may affect learner written productions.

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Holdings ( 2 )
Title notes ( 4 )

Holdings
Item type	Current library	Collection	Call number	Copy number	Status	Date due	Barcode
Thesis	UMPLIB GAMBANG	Reference	P118.2 .S53 2015 r Thesis (Browse shelf(Opens below))	1	Not for loan		0000100346
Thesis	UMPLIB GAMBANG	Reference	CD 8918 (Browse shelf(Opens below))	1	Not for loan		0000100347

Center for Modern Languages and Human Sciences

Thesis (Master of Humanities Technology (English Language & Professional Communication)) -- Universiti Malaysia Pahang – 2015

Bibliography : p. 129-142

Previous studies have examined the effectiveness of different types of corrective-feedback (CF) on second language (L2) learners’ writing (Ahmadi et al. 2012; Farid & Samad, 2012; Kamberi, 2013; Lyster & Sato, 2010). However, little has examined the effects of feedback on L2 writing via wiki (Zailin, Nik & Ainol, 2012) particularly when task complexity factor is concerned (Adams, Newton, Amani, & Nik, 2014). Therefore, the current study intended to examine the effects of implicit corrective feedback (ICF) and task complexity on complexity, accuracy and fluency (CAF) of L2 learner written production via a web 2.0 tool, i.e. wiki. Thirty-seven L2 learners of engineering majors at a technical university in Malaysia participated in the study. The data was collected in two stages as a pretest and posttest. The learners were randomly assigned to +reasoning demand (+RD) and –reasoning demand (-RD) conditions based on task complexity framework (Robinson, 2007). During pretest, the learners were asked to write an essay on their wiki page individually for one hour. Learners in the complex task (+RD) group were given causal reasoning factors as the points to be included in the content while learners in the less complex task (-RD) group were given freedom to include any points in the content of their essay writing. ICF was given to each of the essay in a week interval. During posttest, each learner was required to revise his/ her essay based on the treatment, i.e., ICF, for one hour. Collected data from pre and posttests were analyzed using t test. Results by means of paired-samples t test indicated that wiki-based ICF significantly affected accuracy, fluency and a part of the lexical complexity of learner written productions. An increase in task complexity in monologic task along resource-directing variable (+/-reasoning demand), on the other hand, pushed learners to create more accurate writing while fluency decreased, and no significant effect of an increase in task complexity was found on complexity. Results of the study also indicated that an increase in task complexity along resource-directing variable (+/-reasoning demand) and ICF via wiki affected accuracy of learner written productions while no effect was found on complexity and fluency of their written productions. The study highlighted that ICF via wiki and task complexity deemed important in an L2 setting in which both may affect learner written productions.