Improving Second Language Speaking Proficiency via Interactional Feedback

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Author(s): Peter B. Swanson (Georgia State University, USA)and Carmen Schlig (Georgia State University, USA)
Copyright: 2010
Volume: 1
Issue: 4
Pages: 14
Source title: International Journal of Adult Vocational Education and Technology (IJAVET)
Editor(s)-in-Chief: Viktor Wang (California State University, USA), Judith E. Parker (Columbia University, USA)and Geraldine Torrisi-Steele (Griffith University, Australia)
DOI: 10.4018/javet.2010100102

Keywords: Adult Learning / Education / Educational Technologies / Information Science Reference

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Abstract

Researchers have suggested that interactional feedback is associated with foreign/second language learning because it prompts learners to notice foreign/second language forms. Using Vygotsky’s zone of proximal development and Long’s interaction hypothesis as conceptual frameworks, this study explores the use of systematic explicit feedback to undergraduates (N = 1180) at three assessment points throughout one semester using digital voice recording technology for oral assessments. Results indicate that statistically significant differences were found in pronunciation, linguistic structure, and content from the first to last observation. Findings suggest serious implications for improving speaking proficiency, which promote the use of combining digital technology for oral language formative and summative assessment with quality, systematic, and in-depth feedback to students.

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Improving Second Language Speaking Proficiency via Interactional Feedback

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