The effect of two different modes of feedback on lexical development of academic register in ESP/EAP students´ writing
| Authors | |
|---|---|
| Year of publication | 2019 |
| Type | Article in Proceedings |
| Conference | IV.International conference From theory to practice in language for specific purposes |
| MU Faculty or unit | |
| Citation | |
| Keywords | academic writing; register; feedback; learner corpus; lexical development |
| Attached files | |
| Description | Feedback is considered a powerful tool for developing EFL learners’ writing proficiency and this role might be supported by Sociocultural Theory. This theoretical framework assumes that learning is a social phenomenon, and that human intellectual capacities, including language development, are socially and culturally mediated within the zone of proximal development (Villamil & Guerrero, 2006; Vygotsky, 1978). The current study examines the effect of two modes of multi-draft electronic feedback (e-feedback) on the lexical development of EASP students’ writing using AntWordProfiler (Anthony, 2014). The participants of the study were 65 EASP advanced learners who were divided into two groups. The first group (the teacher group) was provided with multi-draft teacher e-feedback on their subsequent drafts, while the other one (the peer group) was given both peer and teacher e-feedback on their drafts. The study investigates the lexical developments in academic register between pre-test and post-test learner corpora collected in the teacher and peer group, and compares the differences between both groups. The results indicate that the students’ use of academic and specific vocabulary showed development between the pre-test and post-test in both groups, at the expense of less advanced and less specific vocabulary. The findings also show that these lexical developments do not differ between the comparison groups, suggesting that students might equally benefit from peer feedback as they do from teacher feedback. |
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