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Title:Attitudes toward ESL use of corpora in second language writing courses and its effects on error-correction identification and learning by L2 learners of English
Author(s):Jagusztyn, Ariel
Advisor(s):Davidson, Frederick G.
Department / Program:Linguistics
Discipline:Teaching of English Sec Lang
Degree Granting Institution:University of Illinois at Urbana-Champaign
Degree:M.A.
Genre:Thesis
Subject(s):English as a Second Language (ESL)
corpora
online learning
indirect feedback
Computer Assisted Language Learning
Grammar
Abstract:While much attention has been paid to whether or not grammar correction in the L2 classroom is effective and to what extent, the current consensus is still that efforts go unpaid and unnoticed. This research has two goals through the uses of empirical data: (1) To show if the use of error-corrective symbols and online corpora facilitate student learning in correcting grammar errors and if this decreases grammatical errors over time, and (2) to investigate student’s overall attitudes towards a corrective symbol list and online corpora for treating grammatical errors. Quantitative measures were taken to include the frequency of grammar errors committed by L2 students over time, while qualitative measures addressed attitudes of online corpora and the error-symbol list and their effectiveness for L2 writers. The present paper is based upon the belief that students crave teacher feedback and that student motivation is essential in learning. From this idea, both teacher feedback and student editing on multiple drafts of 10 international students from a large Midwest university will be used. This paper concludes with a possible recommendation toward making corpora user-friendly in the classroom. Results showed an improvement in overall student grammatical accuracy in essay writing, however it was not significant. Results also showed the article, preposition, word form and plural to be the most commonly committed ESL errors, whereas spelling, verb tense and aspect, punctuation and connectors had the most improved accuracy over the course of the semester. Students reported neutral to negative attitudes to the use of online corpora, specifically because of a difficult interface and ability to interpret results. They also reported neutral to negative feedback about the use of error symbols, however enjoyed indirect feedback in general.
Issue Date:2014-05-30
URI:http://hdl.handle.net/2142/49386
Rights Information:Copyright 2014 Ariel Jagusztyn
Date Available in IDEALS:2014-05-30
Date Deposited:2014-05


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