Revisiting the Computer as Informant from a Teacher-Mediated Perspective: Suggested Implementation of an Automated Language Diagnostics Tool

Authors

  • Daniel Ihrmark Linnaeus University

DOI:

https://doi.org/10.35360/njes.794

Keywords:

Second Language Acquisition (SLA), L2 writing, corrective feedback, English as an Additional Language (EAL), feedback routines

Abstract

This article argues for considering a shift in focus towards teacher-mediated tools in English as an Additional Language (EAL) teaching. The argument is primarily carried by previous research within Data-Driven Learning (DDL) and Second Language Acquisition (SLA). A tool currently being developed as a part of an ongoing dissertation project in collaboration with EAL teachers is used to showcase how such an implementation could look, and respondent drawings collected as a part of that project are used to fit the implementation within the routines of a small sample of practicing EAL teachers at the upper-secondary level in Sweden (n=4). The results indicate that teacher-mediated data-driven tools could work within theoretical frameworks of corrective feedback, language learning models and suggested routines of practice, but also highlight that much more research is needed before a wider implementation is considered.

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Published

2023-12-08

How to Cite

Ihrmark, D. (2023). Revisiting the Computer as Informant from a Teacher-Mediated Perspective: Suggested Implementation of an Automated Language Diagnostics Tool. Nordic Journal of English Studies, 22(1), 42–67. https://doi.org/10.35360/njes.794

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