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Barbara Louwagie – Piet Desmet

Barbara Louwagie – Piet Desmet. An empirical study on the influence of feedback on learning performance for second language learners of French using a web-based CALL environment: E xperimental design & results of the preliminary study. Objectives.

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Barbara Louwagie – Piet Desmet

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  1. Barbara Louwagie – Piet Desmet An empirical study on the influence of feedback on learning performance for second language learners of French using a web-based CALL environment:Experimental design & results of the preliminary study Eurocall 2006 – Granada

  2. Objectives • The development of (automatic) feedback is a central point in CALL. =>The general purpose of our study: feedback = effective supplementary opportunity for learning? • Aim of the preliminary study: optimalization of the design • => This presentation is about the search for an adequate design Eurocall 2006 – Granada

  3. Structure • Definition of the object of study • Preliminary study • New design Eurocall 2006 – Granada

  4. Definition of feedback “In the context of teaching in general, feedback is information that is given to the learnerabout his or her performance of a learning task, usually with the objective of improving this performance.” (Ur 2003) Eurocall 2006 – Granada

  5. Feedback? feedback evaluation quantitative qualitative (corrective) summative formative Eurocall 2006 – Granada

  6. Corrective feedback in formative evaluation • Aim: to create learning opportunities • Consists of • identification of errors committed • explanation of errors (cognitive strategies) • suggestions to correct the errors (Janssens ea 2003) Eurocall 2006 – Granada

  7. Advantages FB in CALL • immediate (Heift 2001) • individualized (Kornum 1989) • objective (Kornum 1989) • … Eurocall 2006 – Granada

  8. Verify if the feedback provided in the learning environment used at our university is effective • Definition of ‘efficacy’ or ‘effectiveness’“The power to produce effects or intended results. This suggests a strong causal relationship between an intervention, such as the use of a particular item of technology in a learning situation and a discernible change in the learning process, the learning climate or the learning achievement.” (Felix 2005) Eurocall 2006 – Granada

  9. Preliminary study: structure • Aim • Design • Subjects • Procedure • Learning Environment (Idioma-tic) • Statistical analyses • Results • Evaluation of the preliminary study Eurocall 2006 – Granada

  10. Preliminary study: aim • To verify the effect of different kinds of feedback on the score obtained for the final test • To test the design of the study Eurocall 2006 – Granada

  11. Design • Feedback configurations • Components & themes • Other variables Eurocall 2006 – Granada

  12. 5 feedback configurations, schematical representation no feedback feedback closed activity closed activity half-open activity general & specific FB intermediary FB general, specific & error-specific FB intermediary, general & specific FB Eurocall 2006 – Granada

  13. 5 themes, 3 components: • Speech acts • Telephone conversation • Vocabulary • Business vocabulary • Quantitative vocabulary • Grammar • Conjunctions • Grammatical orthography • Different feedback conditions for each of these themes Eurocall 2006 – Granada

  14. Type of FB as ‘within-subjects’ factor Eurocall 2006 – Granada

  15. + other variables • Personal variables(sex, level of proficiency in French, learning style (Kolb-test), educational background, …) • Situational variables(subject of the exercises, number of tries, time spent on a certain exercise, …) Eurocall 2006 – Granada

  16. Subjects • n = 107 • Undergraduate students in applied economic science & commercial engineering • Learners of French as a second language • 5 groups (n ~ 20) • Stratification solely based on current branch of study, otherwise at random Eurocall 2006 – Granada

  17. Procedure Duration: 9 weeks Week 1 • (short demo of Idioma-tic) • Orientation test itemset 1, 50 MC-questions Week 3 • Practice session 1 (1 ½ hour) itemset A1, A2, A3, A4, A5 (± 30 questions) Week 5 • Practice session 2 (1 ½ hour) itemset B1, B2, B3, B4, B5 (± 30 questions) Week 7 • Practice session 3 (1 ½ hour) itemset C1, C2, C3, C4, C5 (± 30 questions) Week 9 • Evaluation test itemset 2 (5*(3+3) items) Eurocall 2006 – Granada

  18. Learning environment • Authoring tool IDIOMA-TIC • Tracking and logging system Eurocall 2006 – Granada

  19. Tracking & logging

  20. Overview of activities (± 2000)

  21. Statistical analyses* • Cross-tabulations (tabulate procedure) • Correlations (corr procedure) • Multi-level analysis (REML-algorithm**) * Many thanks to M. Vandewaetere ** residual restricted maximum likelihood Eurocall 2006 – Granada

  22. Results: Descriptive statistics Cross-tabulation (tabulate procedure)Distribution for sex, high school curriculum and current curriculum Eurocall 2006 – Granada

  23. Distribution for exercise series and current curriculum Eurocall 2006 – Granada

  24. Analytic statistics Correlations (corr procedure) • Indication of influence of FB, but just below statistical significance • Some obvious significant results: • Correlation between the number of exercises made and the final score ( = 0.13, α = 0.0036) • … Eurocall 2006 – Granada

  25. Multi-level analysis I Multiple themes per subject are measured (5). Themes are clustered for any single student. • Feedback has a significant effect (F(4,415) = 2.99, p < 0.05 ) • Theme has a significant effect (F(4,415) = 69.84, p < 0.0001) Eurocall 2006 – Granada

  26. Additional remarks • The foregoing analysis is not complete • There are repeated measuring moments (3) for any single student.The scores obtained during these measuring moments for a single subject will correlate more strongly than the scores of different subjects on a single measuring moment. • The following analysis takes into account the repeated mesures design. Eurocall 2006 – Granada

  27. Multi-level analysis II Multiple themes per subject are measured (5); moreover, each theme is measured three times. Themes are clustered for any single moment, and the moments are clustered for any single student. • There is a difference between the three measuring moments (F(2,202) = 68.55, p < 0.0001) • There is a difference between the types of feedback (F(4,424) = 1456.89, p < 0.0001) • There is a difference between the themes(F(4,424) = 114.39, p < 0.0001) Eurocall 2006 – Granada

  28. These significant main effects (previous slide) can, however, not be interpreted unequivocally, • because the two-way interaction terms are significant • feedback*moment, F(8,768) = 15.52, p < 0.0001 • theme*moment, F(8,720) = 9.17, p < 0.0001 • Id. for three-way interaction • thema*feedback*moment: F(48,720) = 8.97, p < 0.0001 • Nevertheless, first indication of influence of FB • => Optimize the design to obtain significant results Eurocall 2006 – Granada

  29. Evaluation of the preliminary study • Some practical problems • Over-parametrization (1000 cells per subject) => many interaction effects • Only one observation per cell: 2 themes can not be compared • Stratification solely on the basis of current curriculum • Personal variables • Maintain these variables • Level of proficiency in French: Orientation test: OK • Learning style test – Kolb test: not validated psychometrically speaking, the results can not be validated Eurocall 2006 – Granada

  30. Exercise series • Re-usable • Pay attention to differences in the level of difficulty between themes (grammatical orthography is comparatively easier than the four other themes) • Authoring tool: • Stable learning environment • Tracking & logging: no scoring provided for half-open assignments Eurocall 2006 – Granada

  31. New design • Add qualitative study (questionnaires) • Feedback configurations: maintain 5 types • Themes: simplification: 5 => 3 themes • Speech acts: telephone conversation • Vocabulary: business vocabulary • Grammar: conjunctions • Other variables: maintain and extend: • Self-evaluation as to knowledge of and attitude towards French (motivation) • Familiarity with the on-line tool • … Eurocall 2006 – Granada

  32. Type of FB as a ‘between-subject’ factor Eurocall 2006 – Granada

  33. Procedure • Orientation test itemset 1, MC questions • Exercise moment 1 itemset A1, A2, A3, A4, A5 • evaluation 1 itemset 2 (20 closed assignments, 20 half-open assignments) • Exercise moment 2 itemset B1, B2, B3, B4, B5 • evaluation 2 itemset 3 (different from 2) • Exercise moment 3 itemset C1, C2, C3, C4, C5 • evaluation 3 itemset 4 (different from 2 & 3) Eurocall 2006 – Granada

  34. Extended stratification: • current curriculum, • sex, • score for orientation test, • educational background, … • Each time trial run • Items at random, for 2 reasons: • Concentration effect • Time lapse Eurocall 2006 – Granada

  35. More information Presentation: http://www.kuleuven-kortrijk.be/ALT/ Piet Desmet Professor of French and Applied Linguistics K.U.Leuven (Campus Kortrijk) Piet.Desmet@kuleuven-kortrijk.be www.ling.arts.kuleuven.ac.be/franling_e/pdesmet Barbara Louwagie K.U.Leuven Campus Kortrijk Barbara.Louwagie@kuleuven-kortrijk.be Eurocall 2006 – Granada

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