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Mobile-Mediated Interactional Feedback (MMIF) effect on Iranian learners’ acquisition of English articles

100%
Hmidani T., Zareian N.
Teaching English with Technology
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2022
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vol. 22
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issue 1
40-61
EN
The role of interactional feedback (IF) has been the interest of researchers in communicational context. Some studies have shown low rate of improvement following IF in a classroom setting, hence a shift to computer-assisted feedback. This study explored IF in a mobile-mediated environment (MMIF) on Telegram and compared it with in-class IF. The aim was to solve the problem of students who were unable to attend classes regularly due to family or schoolwork conditions. Forty highschool and undergraduate students of low intermediate level were randomly assigned to two groups. The experimental group attended three sessions out of six: an introductory one for pre-test and the procedure; a halfway session for face-to-face discussions with the teacher; and one for post-test and assessment of the procedure. The control group attended six regular classes. The experimental group sent their compositions online to the teacher who highlighted the mistakes and posted them to be discussed by the learners who were further divided into subgroups of five for more opportunity to participate and by the teacher who provided more feedback when needed. Data were collected from the first and last compositions produced in-class by both groups and results were compared with a focus on article use. The mixed method study revealed that MMIF is advantageous and time-saving.
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Dosavadní výzkum oprav a zvláště sebeoprav jako inspirace pro výzkum syntaxe mluvené češtiny

72%
Homoláč J., Mrázková K.
Slovo a slovesnost: časopis pro otázky teorie a kultury jazyka (Slovo a slovesnost: A journal for the theory of language and language cultivation)
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2018
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vol. 79
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issue 2
141-156
EN
The article provides an overview of two approaches to the issue of repairs, especially self-repairs. After summarizing the main findings of work done in Conversation Analysis, the authors focus on the “syntax of repair”, i.e. the body of research which, though inspired by Conversation Analysis, concentrates mostly on the relationship between practices of doing self-repair and the syntactic and morphological features of a given language. Drawing upon the existing findings and a preliminary analysis of their own data, the authors establish the following objectives for the research on self-repairs in spoken Czech: a) to set up an inventory of both verbal and non-verbal initiators of self-repairs in Czech and to describe their usage, and in the case of verbal initiators, to verify whether this usage is affected by other meanings of the given expression, b) to describe the basic operations used in doing self-repair in Czech, and c) to find out to what extent the scope and structure of the repair segment (i.e. whether and how much of the linguistic context of the repairable is repeated or possibly modified) are influenced by the morphosyntactic features of Czech.
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