Exploring Chinese Learners’ of English Response to Negative Language Transfer Feedback: An Evaluation of a Writing Assistant Tool

• Author / Creator

  Liu, Jiahua

• Previous research has enhanced our understanding of feedback from peers, teachers, and software as
  well as the widely reported negative language transfer phenomenon. However, the impact of an
  automated writing assistant tool that specifically provides negative language transfer feedback on
  Chinese learners’ writing remains unexplored. The present study employs a writing assistant tool
  capable of detecting NLT for studying student reactions to this feedback. Eighteen Chinese learners of
  English participated in the study. They completed two English writing tasks, one with the NLT tool and
  another without it. Their metalinguistic knowledge was measured using three metalinguistic tests at
  different times. The results indicated that participants' performance on the Morpho-Orthographic
  Choice Task improved following NLT tool use. This was not the case when using current support tools.
  Additionally, an interaction between the tools and pre-/post-test was observed in the Wug’s Test, where
  participants experienced significantly larger learning gains when they used the NLT tool than when they
  did not. Participants’ perceptions were determined using interviews and questionnaires, which revealed
  a positive attitude towards the tool’s usefulness and ease of use. These findings suggest that the use of
  the NLT tool may improve learners’ morphological knowledge and help them overcome negative
  language transfer. The positive attitudes of participants towards the tool also indicate the NLT tool is
  helpful and easy to use. Integrating the NLT tool in educational settings has the potential to alleviate
  teachers' workload and foster self-reflection skills for independent learning among students.

• Subjects / Keywords

  • Writing assistant tool
  • Negative language transfer

• Graduation date

  Fall 2023

• Type of Item

  Thesis

• Degree

  Master of Science

• DOI

  https://doi.org/10.7939/r3-6ap0-xc68

• License

  This thesis is made available by the University of Alberta Libraries with permission of the copyright owner solely for non-commercial purposes. This thesis, or any portion thereof, may not otherwise be copied or reproduced without the written consent of the copyright owner, except to the extent permitted by Canadian copyright law.