The effect of two different modes of feedback on lexical
development of academic register in ESP/EAP students´ writing

D 2019

The effect of two different modes of feedback on lexical development of academic register in ESP/EAP students´ writing

POJSLOVÁ, Blanka

Základní údaje

Originální název

The effect of two different modes of feedback on lexical development of academic register in ESP/EAP students´ writing

Autoři

POJSLOVÁ, Blanka

Vydání

Zagreb, IV.International conference From theory to practice in language for specific purposes, od s. 199-212, 14 s. 2019

Nakladatel

Association of LSP Teachers at Higher Education Institutions

Další údaje

Jazyk

angličtina

Typ výsledku

Stať ve sborníku

Obor

50301 Education, general; including training, pedagogy, didactics [and education systems]

Stát vydavatele

Chorvatsko

Utajení

není předmětem státního či obchodního tajemství

Forma vydání

tištěná verze "print"

Označené pro přenos do RIV

Ano

Kód RIV

RIV/00216224:14410/19:00115674

Organizační jednotka

Pedagogická fakulta

ISSN

Klíčová slova česky

akademické psaní; registr; zpětná vazba; žákovský korpus; lexikální rozvoj

Klíčová slova anglicky

academic writing; register; feedback; learner corpus; lexical development

Příznaky

Mezinárodní význam, Recenzováno

Změněno: 11. 3. 2021 10:37, Dana Nesnídalová

Anotace

V originále

Feedback is considered a powerful tool for developing EFL learners’ writing proficiency and this role might be supported by Sociocultural Theory. This theoretical framework assumes that learning is a social phenomenon, and that human intellectual capacities, including language development, are socially and culturally mediated within the zone of proximal development (Villamil & Guerrero, 2006; Vygotsky, 1978). The current study examines the effect of two modes of multi-draft electronic feedback (e-feedback) on the lexical development of EASP students’ writing using AntWordProfiler (Anthony, 2014). The participants of the study were 65 EASP advanced learners who were divided into two groups. The first group (the teacher group) was provided with multi-draft teacher e-feedback on their subsequent drafts, while the other one (the peer group) was given both peer and teacher e-feedback on their drafts. The study investigates the lexical developments in academic register between pre-test and post-test learner corpora collected in the teacher and peer group, and compares the differences between both groups. The results indicate that the students’ use of academic and specific vocabulary showed development between the pre-test and post-test in both groups, at the expense of less advanced and less specific vocabulary. The findings also show that these lexical developments do not differ between the comparison groups, suggesting that students might equally benefit from peer feedback as they do from teacher feedback.

Návaznosti

MUNI/A/1143/2018, interní kód MU

Název: Výzkum učení a vyučování cizím jazykům (Akronym: AKTEV VIII)

Investor: Masarykova univerzita, Výzkum učení a vyučování cizím jazykům, DO R. 2020_Kategorie A - Specifický výzkum - Studentské výzkumné projekty

Přiložené soubory

From_theory_to_practice_in_LSP_conference_proceedings__Pojslova.pdf Verze souboru

Citovat

POJSLOVÁ, Blanka. The effect of two different modes of feedback on lexical development of academic register in ESP/EAP students´ writing. In Vesna Cigan. IV.International conference From theory to practice in language for specific purposes. Zagreb: Association of LSP Teachers at Higher Education Institutions, 2019, s. 199-212. ISSN 1849-9279.

@inproceedings{1657238,
   author = {Pojslová, Blanka},
   address = {Zagreb},
   booktitle = {IV.International conference From theory to practice in language for specific purposes},
   editor = {Vesna Cigan},
   keywords = {academic writing; register; feedback; learner corpus; lexical development},
   howpublished = {tištěná verze "print"},
   language = {eng},
   location = {Zagreb},
   pages = {199-212},
   publisher = {Association of LSP Teachers at Higher Education Institutions},
   title = {The effect of two different modes of feedback on lexical development of academic register in ESP/EAP students´ writing},
   year = {2019}
}

TY  - CONF
ID  - 1657238
AU  - Pojslová, Blanka
PY  - 2019
TI  - The effect of two different modes of feedback on lexical development of academic register in ESP/EAP students´ writing
PB  - Association of LSP Teachers at Higher Education Institutions
CY  - Zagreb
KW  - academic writing
KW  - register
KW  - feedback
KW  - learner corpus
KW  - lexical development
N2  - Feedback is considered a powerful tool for developing EFL learners’ writing proficiency and this role might be supported by Sociocultural Theory. This theoretical framework assumes that learning is a social phenomenon, and that human intellectual capacities, including language development, are socially and culturally mediated within the zone of proximal development (Villamil & Guerrero, 2006; Vygotsky, 1978). The current study examines the effect of two modes of multi-draft electronic feedback (e-feedback) on the lexical development of EASP students’ writing using AntWordProfiler (Anthony, 2014). The participants of the study were 65 EASP advanced learners who were divided into two groups. The first group (the teacher group) was provided with multi-draft teacher e-feedback on their subsequent drafts, while the other one (the peer group) was given both peer and teacher e-feedback on their drafts. The study investigates the lexical developments in academic register between pre-test and post-test learner corpora collected in the teacher and peer group, and compares the differences between both groups. The results indicate that the students’ use of academic and specific vocabulary showed development between the pre-test and post-test in both groups, at the expense of less advanced and less specific vocabulary. The findings also show that these lexical developments do not differ between the comparison groups, suggesting that students might equally benefit from peer feedback as they do from teacher feedback.
ER  -

POJSLOVÁ, Blanka. The effect of two different modes of feedback on lexical development of academic register in ESP/EAP students´ writing. In Vesna Cigan. \textit{IV.International conference From theory to practice in language for specific purposes}. Zagreb: Association of LSP Teachers at Higher Education Institutions, 2019, s.~199-212. ISSN~1849-9279.

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