Corrective feedback in telecollaborative L2 learning settings: Reflections on symmetry and interaction
The potential for network-based exchange by bringing together native speakers (NS) and nonnative speakers (NNS) or facilitating tutor-learner distance interaction is being explored in the fields of Computer Mediated Communication (CMC) and telecollaboration (Belz, 2002). Among telecollaborative studies in foreign language education, we will focus on those which address provision of corrective feedback to foreign language learners during peer and tutor-learner online exchange through asynchronous and synchronous learning environments. Corrective feedback will be explored in conjunction with two strongly interrelated dimensions: symmetry and interaction. Under symmetry we will address questions such as: Does symmetry or symmetry of status influence delivery of certain types of feedback (i.e. focus on form)? To what extent does the degree of symmetry affect feedback provision? Under interaction we will focus on error correction integrated into the flow of online communication. How do proficient users (native speakers or language teachers) deal with corrective feedback whilst attempting to sustain the flow of communication? What kinds of solutions do they come up with in order to include error correction practices in the conversational continuum online? A review of the studies reporting and analyzing error correction practices in L2 telecollaborative settings is provided here in an attempt to emphasize the dynamic nature of this interactional phenomenon and to open discussions for facilitating the implementation of error correction strategies in online foreign language environments.
Zourou, K. (2009). Corrective feedback in telecollaborative L2 learning settings: Reflections on symmetry and interaction. The JALT CALL Journal, 5(1), 3-20.