Activity Theory in Spanish Mixed Classrooms
Exploring Corrective Feedback as an Artifact
Bibliographic Data
| ID | 8936049 |
|---|---|
| Authors | Laura Valentín‐rivera (Kansas State University, corresponding author) |
| Year | 2016 |
| Volume | 49 |
| Issue | 3 |
| Pages | 615-634 |
| Publication date | 2016-08-23 |
| Peer Reviewed | Yes |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Foreign Language Annals (JOURNAL) |
| Journal identifiers | ISSN: 0015-718X • E-ISSN: 1944-9720 |
| Publisher | Wiley (PUBLISHER • GB) |
| DOI | 10.1111/flan.12206 |
| OpenAlex | W2507251388 |
| Language | EN |
| Citations received | 5 |
| References cited | 31 |
This study draws upon activity theory to better understand the implications of corrective feedback (CF) as an artifact on (1) the coconstruction of knowledge and (2) the action‐oriented decisions of 10 mixed pairs comprising a foreign language learner (FLL) and a heritage language learner (HLL) of Spanish. To this end, the dyads were divided into two experimental groups (A and B) and collaboratively completed three narrations. On their first drafts, Group A received indirect feedback (codes), while Group B's errors were amended by the instructor; both groups had to conjointly submit a second version of their stories. Participants’ interactions were transcribed and analyzed. The results suggest that indirect CF stimulated a larger number of successful scaffolding instances that promoted knowledge coconstruction and the development of various effective techniques to solve arising linguistic and nonlinguistic issues. Although the HLLs showed themselves to be grammar experts overall, the FLLs in Group A (indirect CF) contributed to resolving virtually as many lexical issues as their counterparts (e.g., HLLs) while also being somewhat involved in the resolution of grammar matters. Thus, collaboration within mixed classes may be beneficial for both linguistic populations, depending on the design of the collaborative task and its focus
Action (physics · Artifact (error · Corrective Feedback · Focus on form · Grammar · Linguistics · Mathematics education · Educational and Psychological Assessments · EFL/ESL Teaching and Learning · Psychology · Second Language Learning and Teaching
I Know There's Something Like That in Spanish”
Heritage language education
Collaborative writing in mixed classes
Digital Synesthesia in Heritage and Second Language Writing during Collaborative and Individual Digital Storytelling
The Effects of Digitally Mediated Multimodal Indirect Feedback on Narrations in L2 Spanish Writing
Collaborative Writing in L2 Classrooms
Collaborative writing tasks in the L2 classroom
Collaborative writing
Bilingualism, Heritage Language Learners, and SLA Research
Negative Feedback as Regulation and Second Language Learning in the Zone of Proximal Development
The comparative effect of direct written corrective feedback and metalinguistic explanation on learners’ explicit and implicit knowledge of the English indefinite article
The Role of the Linguistic Environment in Second Language Acquisition
The potential role(s) of writing in second language development
Expansive Learning at Work
From design experiments to formative interventions
Exploring the Role of Modality
Seeking Explanatory Adequacy
Heritage Language Literacy
Reformulation
Spanish Heritage Language Learners' Allocation of Time to Writing Processes in English and Spanish
Evaluating Intermediate Spanish Students' Speaking Skills through a Taped Test
Revisions in real time
Evidence on the Effectiveness of Comprehensive Error Correction in Second Language Writing
Teaching language minorities in the United States
The Effects of Instruction on Linguistic Development in Spanish Heritage Language Speakers
| Unique citing works | 5 |
|---|---|
| Citations per year | 0,63 |
| Citation span | 2018 - 2022 (5) |
| Citation velocity | historical |
| Highly cited | No |
| Citation types | Neutral: 5 |