Now available at Canadian Modern Language Review Advance Online!

http://utpjournals.metapress.com/content/120329/?Content+Status=Accepted

Written Corrective Feedback and Its Challenges for Pre-Service ESL Teachers

Danielle Guénette and Roy Lyster

The authors explored the emerging corrective feedback (CF) practices of a
group of 18 pre-service English as a second language (ESL) teachers. Serving
as tutors to a group of 61 high school ESL learners during a school
semester, the pre-service teachers provided CF on texts written by the
learners and exchanged via e-mail. The authors analyzed the types of CF they
used and the types of errors they chose to focus on, along with the factors
that explained their choices. Quantitative analyses of the frequency
distribution of CF types relative to error types and qualitative analyses of
data collected through journals and interviews confirmed that, similar to
their in-service colleagues, pre-service teachers overused direct
corrections at the expense of more indirect CF strategies. Drawing on the
challenges faced by the pre-service teachers, the authors highlight the
importance of implementing such opportunities for pre-service teachers to
engage with and reflect on their emerging CF practices.

http://utpjournals.metapress.com/content/l351567h0r18t6x8/?p=db43149d048142c
2aaecfd64063a7971
<http://utpjournals.metapress.com/content/l351567h0r18t6x8/?p=db43149d048142
c2aaecfd64063a7971&pi=1> &pi=1

Task Motivation in Process: A Complex Systems Perspective

Glen Poupore

While many studies into task-based interaction have been conducted within a
cognitive-linguistic perspective, few have been conducted with the aim of
investigating learners’ task motivation. Framed within a complex systems
approach, the principle objectives of this classroom-based study were to
provide a complexity description of task motivation and to identify how
various socio-affective and task condition-related elements interact
together to influence learner motivation during different types of tasks.
The elements include task enjoyment, effort, success expectancy, relevance,
emotional state, perceived difficulty, perceived group work dynamic, and
specific aspects related to the structure and content of tasks. Participants
for the study consisted of 38 Korean intermediate learners of English in a
conversation course as part of a TESOL certificate program. Data were
collected through questionnaires during the course, at pre- and post-task,
and as well, through post-task interviews. Supporting the notion that task
motivation functions as a complex system, learners’ motivation decreased as
a result of different combinations of socio-affective variables acting
together rather than in isolation. Task conditions related to cognitive
complexity and topic, furthermore, were shown to function as important
control parameters in the shaping of the motivational patterns.

http://utpjournals.metapress.com/content/g1621300gt87x0w5/?p=db43149d048142c
2aaecfd64063a7971
<http://utpjournals.metapress.com/content/g1621300gt87x0w5/?p=db43149d048142
c2aaecfd64063a7971&pi=0> &pi=0

Target-Language Community Involvement: Second-Language Linguistic
Self-Confidence and Other Perceived Benefits

Kirsten M. Hummel

French native-speaking students (N = 20) enrolled in a university TESL
program were asked to participate in a community service-learning project in
an English-speaking minority community in Québec. Results from this
qualitative study indicated that active community involvement led to strong
perceptions of positive effects. The principal effects reported by
participants included greater linguistic self-confidence along with the
perception of having improved their second language (L2) skills, increased
knowledge about their field of study (L2 teaching), and confirmation of
their professional goals, personal satisfaction from helping young children
and other community members, and to some extent, greater knowledge about the
local English-speaking community. The results suggest that community service
learning may have been an effective way to enhance L2 learning for the
participants in this study, with particular effects on linguistic
self-confidence, and might be appropriate in similar contexts in which
opportunities for intergroup contact are not readily available.

http://utpjournals.metapress.com/content/x75868l208p0g282/?p=1c972ecbe8c949a
7b76eefcb3fe0355d
<http://utpjournals.metapress.com/content/x75868l208p0g282/?p=1c972ecbe8c949
a7b76eefcb3fe0355d&pi=0> &pi=0

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