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The Effect of Automatic Adaptive Corrective Feedback: L2 English Question

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After reading the title, I properly can get the idea of the article that the author tries to convey. As the title is talking about the effect of automatic adaptive corrective feedback on L2 English question, the author had provided enough the evidence that support the title. For the example, in this article the author had mention some of the effects of automatic adaptive corrective feedback. Firstly, the author mentions that students’ desires for corrective feedback can impact their responsiveness to and, at last, the usefulness of the latter. Moreover, the article show that corrective feedback can impact the way students utilize L2 English inquiries, particularly if a chance for production of modified output is provided. Nevertheless, there are still a lot of effects that stated by the author in this article. Moreover, the article had use appropriate descriptive words for the title. It contains key word utilized as a part of the original copy and ought to characterize the idea of the investigation and it can help people to search for the article or study and include them in the title.

The sources of this article are all reliable, credible and also trustworthy. Why I say so? This is because the article contains are verifiable and checkable facts. All of the studies, interviews and researches that done by the author are real and from some of the authors that have done the same research before. For the example, whenever there is others author research or study, the author will state it clearly the name of the author and the title of the article as an evidence to support the contents. Besides, the author had provided the references in the end of the article. A dependable article includes references so the reader can confirm realities and make his own particular determination. The references that provided by the author are article from government organizations, books and articles in well-known magazines, reputable university studies and reports. Furthermore, the examination contains real data rather than handpicked letters from displeased sources. In this article, the author had conduct some experiment about the adaptive corrective feedback and in the end of the experiment, this article will provide the result of the experiment for the readers.

The research is conducted to find out whether adaptive corrective feedback benefits second language learners. The hypothesis tested by the researcher is that second language learners who are provided with adaptive feedback are able to develop their language ability than learners provided with static corrective feedback. The learners were divided into two groups, which are experimental group and control group. The number of questions correctly formed and learners’ perceived usefulness of the feedback given are recorded. Two computer-based exercises were designed for the tests. The researcher has concluded that adaptive feedback is more effective in learning a second language.

Based on the case study that done by Dmitri Leontjev, the point that I agree with is learners’ receiving corrective feedback through Dynamic Assessment (DA). DA is defined as a mediated learning phase which provides a better insight into students’ learning capacities than unaided performance through problem solving under adult guidance or in collaboration with more capable peers. DA has two major approaches which are interventionist approach and interaction approach. The difference between them is the mediation way is provided during these assessment (Poehner 2008). During the former, the mediation is standardised and is given in a predefined order, often in the form of corrective feedback ranging from implicit to explicit types. Creating computerised dynamic tests have given several successes where mediation is provided automatically. Through DA, it is possible to assess a large number of learners simultaneously, (re) assessing the learners under uniformed conditions, and generating learners’ performance. DA assesses the students’ potential abilities rather than criticize their abilities and it is essentially supporting students’ development by understanding their abilities. Therefore, I agree that Dynamic Assessment is a way of learners receiving corrective feedback.

Besides that, the second point that I agree based on this case study is adaptive feedback is an effective feedback in learners receiving corrective feedback. This is because learners prefer for different types of feedback. Adaptive corrective feedback provided to learners while they practice on a second or foreign language should allow them to self-diagnose their problems as well as learn something. Adaptive feedback helped the learners to become more aware of their mistakes and produce more correct responses. Through this feedback, teachers are able to see whether the required structure is within their learners’ Zone Proximal Development (ZPD) or more teaching is required. This feedback is an engaging feedback because it engages between the learners and the teachers. It is also progressive and interactive as it encourages the learners to think and talk more in the classroom. Therefore, I agree that adaptive feedback helps in learners receiving corrective feedback.

On the other hand, the point that I disagree based on this case study is only corrective feedback plays an important role in learners receiving corrective feedback. This is because not only corrective feedback is important in learners receiving feedback but the teachers also plays an important role in giving feedback. Amrhein and Nassaji (2010) suggest that teachers should change their learners’ feedback preferences if these preferences are not beneficial for their learners’ feedback. One way the assessment or tutoring system is used in this study, or a similar one, could help the teachers to discuss the performance profiles with their learners, so that they can see how learners has performed. Teachers can help the learners to identify their mistakes so that they would not find difficulties in finding their own mistakes. Therefore, this may lead the learners to not repeat their mistakes. Moreover, teachers must make sure that learners should engaged with challenging and reasonable task that stimulate their thinking and motivate their efforts to learn. Teachers must identify the strengths and weakness of the learners at the individual and group level so that they can perform well in the classroom. Therefore, I disagree that corrective feedback only plays an important role in learners receiving corrective feedback.

According to the article, the difficult point that we found after further research is the generalizability of its result might have affected because of several limitations to the study. After calculating the overall number of participants, the fact that the pre-test, the post-test, and the questionnaire not completed by everyone have resulted in a smaller number of cases in the analyses and the findings might also have been affected. Furthermore, there are only two exercises and its 17 items in total contained in the pre-test and the post-test. Lastly, a delayed post-test could not be conducted due to the school schedule. Thus, there is no chance to prove that the reason behind the adaptive feedback led to a long-lasting effect. Meanwhile, it was stated that the post-test had been conducted a week after the intervention, therefore for the same duration, the learning effect also lasted for at least a week.

According to the research by Ari Huhta in The Impact of Computerized Adaptive Corrective Feedback on L2 English Learners, there is difficult point that show the figures used in the study were based on two written performance samples, that are essay or sample letter. Besides, the study was rated by two raters only per learner. Moreover, at least for some groups, the task types were different as regards the Estonian sample. A Rasch estimation of the learners’ abilities has been used as the approach they selected, the quality of the ratings has been improved at the same time. Furthermore, having a third rater and asking the learners to complete exactly the same writing tasks would have increased the reliability of the scale representing their writing proficiency. Lastly, there is another difficult point showed that the findings lack generalizability as with all the case studies. Similar to limiting the data to interviews like retrospective method, it would only make the results less reliable, due to the lack of methodological triangulation.

The topic of this article has been discussed widely through all over the world as one of the certified academic research articles. English has a state of being commonly known and regarded as the main language of international publication. Thus, it is appropriate for our assignment as it discussed about the types of corrective feedback beneficial for learning a second or foreign language. It has related to English Language and Linguistics. Its arguments are stated clearly and its scope are categorized with order. Examples are also stated and written clearly as to define the conventions of these two groups of writers. Evidences are provided due to the survey and research questions are done and study results stated the differences in the style adopted by the two groups of writers.

The article has a long introduction and long conclusion. Although the article has a long introduction, bit it has well explained the topic that corrective feedback plays an important role in learning English language as it is an important language in international publication. When it comes to conclusion, it has clearly stated that the study results and listed out the problems and solutions. All this showed the organization between the introduction and conclusion. Moreover, the thesis inside this article is not hard to identify as the author has clearly stated the main purposes and it has directly mentioned about the thesis. Finally, the article is written in good order and the extent development is successful as each paragraph are well organized and topic sentences are written clearly. Evidences are concrete and appropriate, evidences that have been stated are in logical organization.

The style of this article is quite reliable but a bit lengthy and the tone of this article used by the author is serious and informative as the author have discussed thoroughly about the topic. The author also has an objective tone since the author wrote this article being fair and based on fact. Creativity used in this article mostly will be on the research questions and surveys. Furthermore, the sentences styles are philosophical and length are normal and worded clearly and the word choice in this article is interesting and appropriate.

Grammar in this article are accurate and punctuation was used precisely in sentences. This allows readers to comprehend this article easier. Moreover, the form of this article is in expository form because it included statistics and facts. Finally, the author of this article had write in first point of view.

Remember: This is just a sample from a fellow student.

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The Effect of Automatic Adaptive Corrective Feedback: L2 English Question. (2019, March 27). GradesFixer. Retrieved October 28, 2021, from https://gradesfixer.com/free-essay-examples/the-effect-of-automatic-adaptive-corrective-feedback-l2-english-question/
“The Effect of Automatic Adaptive Corrective Feedback: L2 English Question.” GradesFixer, 27 Mar. 2019, gradesfixer.com/free-essay-examples/the-effect-of-automatic-adaptive-corrective-feedback-l2-english-question/
The Effect of Automatic Adaptive Corrective Feedback: L2 English Question. [online]. Available at: <https://gradesfixer.com/free-essay-examples/the-effect-of-automatic-adaptive-corrective-feedback-l2-english-question/> [Accessed 28 Oct. 2021].
The Effect of Automatic Adaptive Corrective Feedback: L2 English Question [Internet]. GradesFixer. 2019 Mar 27 [cited 2021 Oct 28]. Available from: https://gradesfixer.com/free-essay-examples/the-effect-of-automatic-adaptive-corrective-feedback-l2-english-question/
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