Web-based collaborative reading exercises forlearners in remote locations: the effects ofcomputer-mediated feedback and interactionvia computer-mediated communication

Despite the fact that the benefits of pair and group work for those espousing an interactionistview of second language learning are well documented (Lightbown & Spada, 1999; Long, 1981;Pica, 1994, 1996; Van Lier, 1996), learning environments exist in which students have no optionbut to study alone. Of particular interest for this research are learners who, despite studying incontexts supportive of collaborative interaction in the classroom, have little opportunity tointeract with partners when trying to participate in collaborative reading comprehension exercisesoutside school. In an attempt to find a solution to this potentially inhibiting learning context, thisresearch comprises an investigation into (a) whether the introduction of computer-mediatedElaborative feedback before Knowledge of Correct Response (KCR) feedback better promotesquality interaction and comprehension of a web-based reading text and (b) whether computermediatedcommunication (CMC) offers a suitable means for generating quality interactionbetween peers in remote locations. While completing a web-based multiple-choice readingcomprehension exercise, students worked in pairs and received either KCR feedback only, orElaborative feedback before KCR feedback. In contrast to KCR feedback which simply comprisesthe correct answers, Elaborative feedback was produced in the form of hints to fosterinteraction and to support dyads in their attempts at self-correcting any incorrect answers. Usinga multiple-try methodology, hints became increasingly specific for questions repeatedly answeredincorrectly. Upon completing a follow-up comprehension exercise alone, all students wereprovided with KCR feedback only. Results from a quantitative analysis of the comprehensionscores indicate that students who were provided with Elaborative feedback subsequently scoredsignificantly higher on the follow-up exercise. Furthermore, results from a qualitative analysisof interactions suggest that CMC is a suitable way of generating quality interaction betweenstudents, particularly when Elaborative feedback is included