The effect of situated recast, negotiated feedback, and task-supported language instruction of learners' knowledge of a grammatical feature / Eka Fadilah

Fadilah, Eka (2019) The effect of situated recast, negotiated feedback, and task-supported language instruction of learners' knowledge of a grammatical feature / Eka Fadilah. Doctoral thesis, Universitas Negeri Malang.

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Abstract

SUMMARY Fadilah, Eka. 2015. The effect of situated recast, negotiated feedback, and tasksupported language instruction on learners’ knowledge of a grammatical feature. Dissertation. English language Education, Graduate Program, State University of Malang. Advisors: (I) Prof. Utami Widiati, M.A., Ph.D., (II) Prof. Moh. Adnan Latief, M.A., Ph.D., (III) Dr. Mirjam Anugerahwati, M.A. Keywords: negotiated feedback, situated recast, task-supported language instruction, grammatical feature This study aims to investigate the effect of Task-Based Language Instruction (TSLI) and two corrective feedback constructs: situated recast (SR) and negotiated feedback (NF) embedded in the TSLI on the learners’ knowldge of grammatical feature: be-passive voice construction. TSLI alone embraces taskbased activities (i.e., pre-TSLI and During TSLI) in which pre-task encompasses the discussion of the form, use, and function of be-passive voice, while duringtask entails the learners to perform some language utterances or outputs (e.g., procedure of doing or making something, dictoglos, enhanced-information gap game). On the other hand, the two constructs of corrective feedback are inserted during TSLI activities. While the former is seen from a cognitive-interactionist paradigm, the latter is viewed from a socio-cultural paradigm. Additionally, the former put in a flexible-move strategy via raising intonation and segmenting the part of utterances that differs from the implicit (pure) recast maintaining covert strategy, the latter embraced implicit-explicit strategy employing the quality of the lecturer and learners’ negotiation of form-meaning mapping under Zone Proximal Development (ZPD). Utilizing a quasi experimental design, four intact-class encompassing 127 leraners of Indonesian Economics Higher-School (STIESIA/Sekolah Tinggi Ilmu Ekonomi Indonesia) were assigned to four groups involving one control group and three experimental groups. The former group was provided with pre- and post-test only, while the rests were supplemented with delayed-test and supplied with different interventions: one group was provided with task-supported language activities without any corrective feedback supervised (TSLI only), another group was provided and supplied with such activities supplemented with situated recast (TSLI+SR), and the other group was supplemented with those activities and negotiated feedback (TSLI+NF). Two testing instruments utilized were Error Correction Test (ECT) used as measuring explicit knowledge and Elicited Imitation Test (EIT) realized as measuring implicit knowledge. A mixed-design (within-between) repeated measure analysis of variance (RM-ANOVA) was utilized to gauge the groups’ pre, post, and delayed tests. This mixed-design model was applied to investigate the development of both individuals within the groups and the comparisons between groups. prior to analyzing the data, some statistical assumptions were set up: group homogeneity, normal distribution, and sphericity indicating no violations of such assumptions relied on the level of significance (p>.05). Furthermore, to detect the statistical viii viii difference and interaction of the groups and tests, Wilk’s Lambda was employed. This measurement entails that when p-value<.05, there is a statistical difference for the tests and tests and group interaction. Additionally, Cohen’s d was calculated to figure out the effect sizes of the within-group development and group-comparisons derived from the tests. The finding revealed that there was no significant difference (development) between pre and post test explicated in control group. By contrast, there was a significant development from pre to post test in the experimental groups in which TSLI+NF has the largest effect sizes on both ECT (d=2.4) and EIT (2.0) of TSLI+SR with d=1.8 and d=1.6 as well as TSLI group with d=1.0 and d=1.0, respectively. Furthermore, TSLI+SR and TSLI+NF provided a longerterm effect than TSLI group on both tests explicated in the delayed test. Likewise, the statistical difference was found between groups. All experimental groups outperform the control group on both tests in which TSLI+NF and TSLI groups outperform TSLI group on both ECT and EIT. Interestingly, the TSLI+NF group outperforms TSLI+SR on ECT, but no significant difference found in EIT. This study makes a plea to utilize a dynamic and flexible-move strategy of interventions as explicated in situated recast and negotiated feedback embedded in explicit task instruction. It is important to fine-tunes the context where, to whom, and how those supervisions were carried out. As such, this study provides the evidence that such a dynamic and flexible-move strategy is more effective than a strategy in isolation. The implication of this finding is discussed and elucidated to provide finer-grained classroom practices in the English language teaching (ELT) context.

Item Type: Thesis (Doctoral)
Subjects: L Education > L Education (General)
Divisions: Fakultas Sastra (FS) > Jurusan Sastra Inggris (ING) > S3 Pendidikan Bahasa Inggris
Depositing User: Users 2 not found.
Date Deposited: 12 Jul 2019 04:29
Last Modified: 09 Sep 2019 03:00
URI: http://repository.um.ac.id/id/eprint/115527

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