在线增强英语学习者的纠正反馈

这篇研究的目的是调查非本土英语学习者在线增强纠正反馈的有效性。研究在三个领域进行，在线互动的质量，他们的收获和遇到的挑战。研究发现，许多西方大学的外国学生的语言技巧十分薄弱，并感受到文化冲击。因为这个问题，，他们不知道什么是合适的，什么不合适。因此，这篇关于在线增强纠正反馈有效性的调查，是为了发展他们的语言技能，让他们在追求学业课程的同时，让他们与学生积极交流。

在这篇论文中，研究者使用定性和定量的工具来获得数据。会话分析和项目调查是NNSs和NSs的两种主要方法。为了保证会话质量，会话分析考虑了互动的三个方面。他们是（1）话题的引入，（2）清楚阐述要求和（3）详细说明问题的答案。

The aim of the research is to investigate the value of online enhanced corrective feedback for non-native speakers of English. It is studying in three areas which are the quality of their interaction online, their perceptions and the challengers encountered. The research is done as when the researcher found that many foreign students in many western universities having poor language skills and experienced culture shock. Due to this problem, they do not know what is appropriate and what is not. Hence, this investigation on the value of online enhanced corrective feedback (OECF) is to develop their language skills and get them to socialize positively with the hosting students while pursuing their academic courses.

The researcher used qualitative and quantitative tools to gather data in his study. The Conversation Analysis and end-project survey as the two main instruments used both for NNSs and NSs. Conversation Analysis takes into account of the three aspects of interaction in order to maintain the quality discourse. There are (1) initiations of topics, (2) requests for clarification and (3) elaborated answers to questions. To sustain the language awareness, the analysis included self-correction, approvals as preferred responses and incorporations of the corrected form or meaning. The data collected was from week one to week eight. As for the end-project survey, the researcher wants to know the insights on the value of OECF from both NNSs and NSs perspectives. By getting the subjects to interact, the researcher was selected MSN messenger for online interactive tools as it is practical to the users. However, participants were reminded not to use their private emails for this project. Due to this, participants were given an option to open new accounts on hotmail and activate new MSN messenger.

The participants were the international students from the Language Centre of the University of Dundee. They were ten students from diverse background; seven Chinese, one Italian, and two Indians. They were middle adolescent with little contact with NSs of English and had no friends as NSs to socialize with. Whereas, for the tutoring group or NS comprised of six students from the student community of the University of Dundee and four were from the university staff members. Most of the tutors were from Scotland and only two came from the non English speaking backgrounds, however according to their bio-data that they possessed a good command of English and understanding well of the British culture.

The procedures are used by the researcher is the peer tutoring technique in which tutors are matched with NNSs. Both are interacting using the online MSN messenger in turn-taking. They are presenting their ideas and perspectives like asking question, provide information and so on as though they are engaging in talking but in other way they are communicating by typing the message online. In a conversation analysis, participants are identified for their language awareness such as interlocutors are getting feedback for their grammatical and semantic inaccuracies. Furthermore, in this article, OECF is adopted few strategies from negotiated meaning when a social interaction emphasized negotiated meaning in a cognitive process (Long, 1996). NNSs have the effort to self-correct if they are recognizing any errors during the communication. These feedbacks could assist them in their academic achievements. NNSs would be able to practice their English of no fear to be embarrassed when there are mistakes because they are not speaking to the NS directly but by typing the messages. For the end-project survey, the researcher developed survey in a form of questionnaire with a five point Likert scale ranging from Strongly Disagree to Strongly Agree to measure NNSsa

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