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

Research output: Contributions to collected editions/works › Chapter

Standard

Enhancing EFL classroom instruction via the FeedBook: effects on language development and communicative language use. / Pili-Moss, Diana; Schmidt, Torben; Blume, Carolyn et al.
Intelligent CALL, granular systems and learner data : short papers from EUROCALL 2022. ed. / Birna Arnbjörnsdóttir; Branislav Bédi; Linda Bradley; Kolbrún Friðriksdóttir; Hólmfríður Garðarsdóttir; Sylvie Thouësny; Matthew James Whelpton. Voillans: Research-publishing.net, 2022. p. 328-333.

Research output: Contributions to collected editions/works › Chapter

Harvard

Pili-Moss, D, Schmidt, T, Blume, C, Middelanis, L & Meurers, D 2022, Enhancing EFL classroom instruction via the FeedBook: effects on language development and communicative language use. in B Arnbjörnsdóttir, B Bédi, L Bradley, K Friðriksdóttir, H Garðarsdóttir, S Thouësny & MJ Whelpton (eds), Intelligent CALL, granular systems and learner data : short papers from EUROCALL 2022. Research-publishing.net, Voillans, pp. 328-333, EUROCALL Conference 2022, Virtuell, Iceland, 16.08.22. https://doi.org/10.14705/rpnet.2022.61.1479

APA

Pili-Moss, D., Schmidt, T., Blume, C., Middelanis, L., & Meurers, D. (2022). Enhancing EFL classroom instruction via the FeedBook: effects on language development and communicative language use. In B. Arnbjörnsdóttir, B. Bédi, L. Bradley, K. Friðriksdóttir, H. Garðarsdóttir, S. Thouësny, & M. J. Whelpton (Eds.), Intelligent CALL, granular systems and learner data : short papers from EUROCALL 2022 (pp. 328-333). Research-publishing.net. https://doi.org/10.14705/rpnet.2022.61.1479

Vancouver

Pili-Moss D, Schmidt T, Blume C, Middelanis L, Meurers D. Enhancing EFL classroom instruction via the FeedBook: effects on language development and communicative language use. In Arnbjörnsdóttir B, Bédi B, Bradley L, Friðriksdóttir K, Garðarsdóttir H, Thouësny S, Whelpton MJ, editors, Intelligent CALL, granular systems and learner data : short papers from EUROCALL 2022. Voillans: Research-publishing.net. 2022. p. 328-333 doi: 10.14705/rpnet.2022.61.1479

Bibtex

@inbook{c436128f08214ed292a889a8b482029c,
title = "Enhancing EFL classroom instruction via the FeedBook: effects on language development and communicative language use.",
abstract = "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{\textquoteright} 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.",
keywords = "Didactics of English as a foreign language, digital EFL learning, inguistic skill transfer, ICALL feedback, communicative language teaching",
author = "Diana Pili-Moss and Torben Schmidt and Carolyn Blume and Lisa Middelanis and Detmar Meurers",
year = "2022",
month = dec,
day = "12",
doi = "10.14705/rpnet.2022.61.1479",
language = "English",
pages = "328--333",
editor = "Arnbj{\"o}rnsd{\'o}ttir, {Birna } and B{\'e}di, {Branislav } and Bradley, {Linda } and Fri{\dh}riksd{\'o}ttir, {Kolbr{\'u}n } and Gar{\dh}arsd{\'o}ttir, {H{\'o}lmfr{\'i}{\dh}ur } and Thou{\"e}sny, {Sylvie } and Whelpton, {Matthew James }",
booktitle = "Intelligent CALL, granular systems and learner data",
publisher = "Research-publishing.net",
address = "France",
note = "EUROCALL Conference 2022 : Intelligent CALL, granular systems and learner data ; Conference date: 16-08-2022 Through 19-08-2022",
url = "https://vigdis.hi.is/en/events/eurocall-2022/",

}

RIS

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 -

Other publications by the same author(s)

Connecting sustainability and culture: Building competencies through virtual exchange

Birdman, J., Çelik, H., Pandarova, I., Barron, A., Benitt, N. & Schmidt, T., 08.04.2025, North American and European Perspectives on Sustainability in Higher Education. Leal Filho, W., Newman, J., Lange Salvia, A., Viera Trevisan, L. & Corazza, L. (eds.). Cham: Springer Nature Switzerland AG, p. 729-747 19 p. (World Sustainability Series; vol. Part F280).

Research output: Contributions to collected editions/works › Chapter › peer-review

DELT – Digitally-Enhanced Language Teaching: Ein standortübergreifendes Lehr-Lernkonzept zur digitalisierungsbezogenen Professionalisierung von Englischlehramtsstudierenden

Schmidt, J., Klaasen, L., Wucherpfennig, S., Blume, C., Rossa, H. & Schmidt, T., 14.04.2025, Grenzen, Grenzräume, Entgrenzungen: Perspektiven in der Fremdsprachenforschung. Kulovics, N., Mentz, O. & Raith, T. (eds.). Bielefeld: wbv Media, p. 167-183 17 p. (Beiträge zur Fremdsprachenforschung; vol. 18).

Research output: Contributions to collected editions/works › Article in conference proceedings › Research › peer-review

Effective digital practice in the competence-oriented English as a foreign language classroom in Germany: Focus on L2 development and feedback in an intelligent tutorial system

Schmidt, T. & Pili-Moss, D., 14.05.2025, Innovative Teaching and Classroom Processes: Research Perspectives from Germany and China. Ehmke, T. & Lee, J.C.-K. (eds.). Routledge Taylor & Francis Group, p. 146-158 13 p.

Research output: Contributions to collected editions/works › Contributions to collected editions/anthologies › Research › peer-review

Implicit statistical learning and working memory predict EFL development and written task outcomes in adolescents

Pili-Moss, D., Hamrick, P., Schmidt, T., Meurers, D. & Wendebourg, K., 01.07.2025, In: System. 131, 14 p., 103656.

Research output: Journal contributions › Journal articles › Research › peer-review

Inszenierung

Küppers, A. & Schmidt, T., 15.02.2025, Metzler Lexikon Fremdsprachendidaktik : Ansätze – Methoden – Grundbegriffe. Surkamp, C. (ed.). 3 ed. Stuttgart: J.B. Metzler, p. 202-203 2 p.

Research output: Contributions to collected editions/works › Chapter › peer-review

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