TY - CHAP

T1 - Enhancing EFL classroom instruction via the FeedBook: effects on language development and communicative language use.

AU - Pili-Moss, Diana

AU - Schmidt, Torben

AU - Blume, Carolyn

AU - Middelanis, Lisa

AU - Meurers, Detmar

PY - 2022/12/12

Y1 - 2022/12/12

N2 - The present exploratory study investigated the efficacy of secondary face-to-face classroom-based English as a Foreign Language (EFL) instruction digitally supported by the FeedBook, an interactive computer assisted language learning web-based suite of exercises providing item-level scaffolded feedback. Seventy-seven native (L1) German seventh-grade students used the FeedBook during four two-week training periods (cycles, here we analyse Cycle 2 and 3). Classroom and FeedBook practice occurred in parallel, except for grammar constructions for which only FeedBook practice was provided (controls). At the end of Cycle 3, students engaged in a classroom-based communicative task for which the practised constructions were relevant. Custom-designed pre- and post-tests, administered via the FeedBook, assessed language accuracy in each cycle. Mixed-effect models revealed significant pre-/post-test accuracy gains independent of the learners’ proficiency in English, but not in controls. Gains from digitally supported instruction were also positively related to accurate use of EFL grammar constructions in the communicative task. Overall, the results indicate learning benefits for face-to-face classroom-based instruction supported by the FeedBook, evidenced both in grammar tests and in communicative activities.

AB - The present exploratory study investigated the efficacy of secondary face-to-face classroom-based English as a Foreign Language (EFL) instruction digitally supported by the FeedBook, an interactive computer assisted language learning web-based suite of exercises providing item-level scaffolded feedback. Seventy-seven native (L1) German seventh-grade students used the FeedBook during four two-week training periods (cycles, here we analyse Cycle 2 and 3). Classroom and FeedBook practice occurred in parallel, except for grammar constructions for which only FeedBook practice was provided (controls). At the end of Cycle 3, students engaged in a classroom-based communicative task for which the practised constructions were relevant. Custom-designed pre- and post-tests, administered via the FeedBook, assessed language accuracy in each cycle. Mixed-effect models revealed significant pre-/post-test accuracy gains independent of the learners’ proficiency in English, but not in controls. Gains from digitally supported instruction were also positively related to accurate use of EFL grammar constructions in the communicative task. Overall, the results indicate learning benefits for face-to-face classroom-based instruction supported by the FeedBook, evidenced both in grammar tests and in communicative activities.

KW - Didactics of English as a foreign language

KW - digital EFL learning

KW - inguistic skill transfer

KW - ICALL feedback

KW - communicative language teaching

UR - https://www.mendeley.com/catalogue/89f72c55-b839-3416-b2c4-ee3b240dfad0/

U2 - 10.14705/rpnet.2022.61.1479

DO - 10.14705/rpnet.2022.61.1479

M3 - Chapter

SP - 328

EP - 333

BT - Intelligent CALL, granular systems and learner data

A2 - Arnbjörnsdóttir, Birna

A2 - Bédi, Branislav

A2 - Bradley, Linda

A2 - Friðriksdóttir, Kolbrún

A2 - Garðarsdóttir, Hólmfríður

A2 - Thouësny, Sylvie

A2 - Whelpton, Matthew James

PB - Research-publishing.net

CY - Voillans

T2 - EUROCALL Conference 2022

Y2 - 16 August 2022 through 19 August 2022

ER -