Strong and Weak Students' Preferences for Error Feedback Options and Responses

• Autores: Klaus K. Brandl
• Localización: Modern language journal, ISSN 0026-7902, Vol. 79, Nº 2, 1995, págs. 194-211
• Idioma: inglés
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• Resumen

  • This study investigated whether level of achievement and difficulty of task influenced 21 low- (LA) and high-achievement (HA) college students' preferences for feedback options when doing computeTIzed grammar exercises. The feedback options were (a) "TIght" or "wrong" message (RW), (b) error location (SE), (c) grammatical descTIption of correct response (F), and (c) correct answer (A). An analysis of vaTIance of tallied choices showed that achievement and difficulty of task had no significant impact. All subjects preferred the RW option over SE, F, and A. An analysis of conditional probability of feedback choices revealed that the HA students chose the RW option more often as a follow-up selection to RW, SE, F, and A than the LA students. The study argues that deficiencies in the LA learners' language skills may contTIbute to loweTIng their engagement in cognitive and motivational processing.