Metacognitive instruction for video-based telecollaboration: training virtual exchange partners to give and receive feedback
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[1] Binghamton University
Binghamton University
City of Binghamton, Estados Unidos
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- Localización: Language awareness, ISSN 0965-8416, Vol. 35, Nº. 3, 2026, págs. 924-949
- Idioma: inglés
- Texto completo no disponible (Saber más ...)
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Resumen
This study investigated how L2 learners of German and English responded to their partners’ errors during a video-based exchange after participating in metacognitive instruction on corrective feedback. Participants were three L2 learners of German from a US university and three L2 learners of English from a German high school. All learners participated in a 75-min metacognitive instruction session during which they were introduced to six types of input-providing and output-prompting feedback. Following the training, each pair met on Zoom ten times throughout the semester to discuss various topics in German and English for approximately 40 min. Quantitative and qualitative analyses were performed to determine the amount and types of feedback provided, and stimulated recall interviews were conducted to understand learners’ reasoning behind using or not using specific feedback types. Results suggest that Germany-based students regularly provided feedback on their partners’ errors whereas US-based students provided little feedback due to a lack of noticing and confidence. Both groups favoured input-providing over output-prompting feedback, which they considered easy, intuitive, efficient and appropriate for most errors. Pedagogical implications of these findings are discussed, including recommendations for designing effective metacognitive instruction sessions for virtual exchange programs.
