2026-09-19T20:20:57Z https://www.ideals.illinois.edu/oai-pmh

oai:www.ideals.illinois.edu:2142/80095 2023-07-11 col_2142_5131 col_2142_8800 com_2142_5130 com_2142_5132

Cziko, Gary A. Kim, Doe-Hyung 2015-09-25T19:55:17Z 2015-09-25T19:55:17Z 10000-01-01 2009 2009 Thus, the development and use of an online tutorial that delivers different types of feedback and helps students become better editors of their own writing may play an important role in international students' success in their academic life. Consequently, the purposes of this research were to (a) examine the effectiveness of the types of feedback that vary in its explicitness in a computer-assisted language learning (CALL) environment, and (b) examine adaptive methods of feedback delivery based on learners' performance. Both issues were examined within the context of a computer-based tutorial designed to help advanced Korean learners of English reduce overpassivization errors in academic writing. Utilizing a pretest, posttest, and a delayed posttest design, repeated-measures ANOVA and descriptive analyses were conducted. The results suggested that among the types of corrective feedback provided (traditional, prompt, contrastive, and adaptive), the contrastive type of feedback---which contained the target structure and the student's L1 translation with the passive morphemes visually highlighted in both languages---seemed to be the most effective feedback type for increasing the adult Korean ESL learners' ability to recognize and correct overpassivization errors. Made available in DSpace on 2015-09-25T19:55:17Z (GMT). No. of bitstreams: 2 license.txt: 4848 bytes, checksum: 96035ab3f5e1c23cc7138a224ce498bd (MD5) 3362939.pdf: 1649377 bytes, checksum: 67218c09feaf0d67e416189d08a48970 (MD5) Previous issue date: 2009 Embargo set by: Seth Robbins for item 81377 Lift date: Forever Reason: Restricted to the U of I community idenfinitely during batch ingest of legacy ETDs Restricted to the U of I community idenfinitely during batch ingest of legacy ETDs U of I Only 120 p. Thesis (Ph.D.)--University of Illinois at Urbana-Champaign, 2009. http://hdl.handle.net/2142/80095 (MiAaPQ)AAI3362939 eng Education, Higher Explicitness in CALL Feedback for Enhancing Advanced ESL Learners' Grammar Skills text Educational Psychology Educational Psychology University of Illinois at Urbana-Champaign Dissertation Ph.D.