Seeking out fun failure: how positive failure feedback could enhance the instructional effectiveness of CALL mini-games
Year: 2013
Type: conference-paper
Study design: Observational Study
Abstract: This paper seeks to identify individual difference factors as determinants of usage of optional metalinguistic corrective feedback (CF) in a written and task-based tutorial CALL environment for English grammar practice that contained gaming features.Previous research in CALL has highlighted the importance of prior knowledge for explaining learners' usage of CF options (Brandl, 1995;Heift, 2002), but the contribution of metacognitive and motivational variables to usage of CF remains unexplored.Based on insights from the literature on tool use (e.g.Clarebout & Elen, 2009), this pilot study (N=36) considered that learners' usage of optional CF in CALL might, in addition to prior knowledge, be determined by the perceived usefulness of CF and by learners' achievement goal orientation.Quantitative analysis of tracking and logging data in combination with questionnaire and language test data showed that usage of optional metalinguistic CF was associated with prior explicit L2 knowledge, but no relation was found with perceived usefulness and achievement goal orientation.Future research could benefit from fine-tuning the questionnaires used in this study, as well as from more qualitative in-depth analyses of learners' perceptions and motives.Also, in future studies game-like features could be implemented in different experimental conditions in order to investigate effects on learner behaviour.
Source: Lirias
Authors: Frederik Cornillie, Piet Desmet
Language: English
Subfield: Developmental and Educational Psychology
Field: Psychology
Domain: Social Sciences
SDG: Quality education
Open Access status: green
Funders: iMinds, Vlaamse regering
OpenAlex ID: W2526938579