The Efficacy of Uptake Response Times as a Measure of Noticing of Corrective Feedback during Oral Interaction Feedback Episodes
Year: 2020
Type: article
Abstract: Interaction is regarded as being facilitative of second language (L2) development as it provides learners with opportunities to notice their errors, become aware of the gap between their current L2 knowledge and the target language, and bring about restructuring of current interlanguage (Long, 1996). Central to interaction-driven L2 learning are noticing and noticing the gap; however, current methodologies to operationalize these cognitive processes suffer from drawbacks that limit their ability to accurately quantify incidence. In the current small-scale exploratory study three subjects took part in an interaction activity during which corrective feedback was provided in response to learners’ errors, resulting in N = 42 feedback episodes. Two widely used measures? uptake (Lyster, 1998) and self-reports of noticing during stimulated recalls (Gass & Mackey, 2013)? were employed to quantify noticing. In addition, data obtained by a novel approach that examined response time between feedback provision and uptake was triangulated with uptake and stimulated recall data. Results suggest that supplementing analysis of response times to other analyses may be useful in disambiguating the incidence of noticing in feedback episodes where traditional operationalizations may result in false positives.
Authors: Moxon, Jonathan, Moxon, Jonathan
Language: English
Subfield: Language and Linguistics
Field: Arts and Humanities
Domain: Social Sciences
SDG: Quality education
Open Access status: green
OpenAlex ID: W7065633777