Impact of Multimodal Feedback and Formulaic Sequences on Improving Fluency of English Learners on Computer-Based Speaking Assessments

dc.contributor.advisorAlbakry, Mohammed
dc.contributor.authorFrancois, Jennifer
dc.contributor.committeememberKim, Jwa
dc.contributor.committeememberFields, Stacy
dc.date.accessioned2021-07-14T01:03:37Z
dc.date.available2021-07-14T01:03:37Z
dc.date.issued2021
dc.date.updated2021-07-14T01:03:37Z
dc.description.abstractWhile recent research has shown that multimodal feedback and use of formulaic sequences (FS) are effective in improving student performance on writing tasks, there is a dearth of studies on the impact of these aspects on computer-based academic speaking assessments. This dissertation seeks to fill this gap by examining the impact of both multimodal feedback and formulaic sequences (FS) on improving performance and fluency of adolescent English Learners (ELs) on computer-based speaking assessments. Students in this interactive sequential mixed methods study were randomly assigned to a group receiving asynchronous feedback or a group receiving synchronous video feedback. Both groups were evaluated using the WIDA Speaking Interpretive Rubric that analyzes speech holistically at the word/phrase level, sentence level, and discourse level. Students then engaged in a second speaking task and were evaluated using the same rubric. Results indicated that both groups showed significant overall improvements: asynchronous feedback (n = 12, Task One Mdn = 3.00, Task Two Mdn = 4.50, Z = 3.07, p < .001, r = .89) and synchronous feedback (n = 12, Task One Mdn = 3.00, Task Two Mdn = 3.83, Z = 2.59, p = .008, r = .75), with the asynchronous feedback group out-performing the synchronous feedback group. Furthermore, regression analysis indicated that formulaic sequences significantly predicted speech fluency (β = 1.01, t(46) = 9.65, p < .001). Formulaic sequences also explained a significant proportion of variance in fluency scores (R2 = .67, F(1, 46) = 93.20, p < .001). Results from this study can inform and optimize remote and face-to-face (F2F) instruction in academic speaking and the implications include not only potentially improving EL students’ skills on standardized measures of academic speaking performance, but also enhancing their linguistic skills in general education classes and improving their college and career readiness.
dc.description.degreePh.D.
dc.identifier.urihttps://jewlscholar.mtsu.edu/handle/mtsu/6468
dc.language.rfc3066en
dc.publisherMiddle Tennessee State University
dc.source.urihttp://dissertations.umi.com/mtsu:11469
dc.subjectAcademic feedback
dc.subjectAcademic speech fluency
dc.subjectEnglish as a Second Language
dc.subjectFormulaic sequences
dc.subjectRemote learning
dc.subjectSLA
dc.subjectEnglish as a second language
dc.subjectSecondary education
dc.subjectEducational technology
dc.thesis.degreeleveldoctoral
dc.titleImpact of Multimodal Feedback and Formulaic Sequences on Improving Fluency of English Learners on Computer-Based Speaking Assessments

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