這篇研究的目的是調(diào)查非本土英語(yǔ)學(xué)習(xí)者在線(xiàn)增強(qiáng)糾正反饋的有效性。研究在三個(gè)領(lǐng)域進(jìn)行，在線(xiàn)互動(dòng)的質(zhì)量，他們的收獲和遇到的挑戰(zhàn)。研究發(fā)現(xiàn)，許多西方大學(xué)的外國(guó)學(xué)生的語(yǔ)言技巧十分薄弱，并感受到文化沖擊。因?yàn)檫@個(gè)問(wèn)題，，他們不知道什么是合適的，什么不合適。因此，這篇關(guān)于在線(xiàn)增強(qiáng)糾正反饋有效性的調(diào)查，是為了發(fā)展他們的語(yǔ)言技能，讓他們?cè)谧非髮W(xué)業(yè)課程的同時(shí)，讓他們與學(xué)生積極交流。

在這篇論文中，研究者使用定性和定量的工具來(lái)獲得數(shù)據(jù)。會(huì)話(huà)分析和項(xiàng)目調(diào)查是NNSs和NSs的兩種主要方法。為了保證會(huì)話(huà)質(zhì)量，會(huì)話(huà)分析考慮了互動(dòng)的三個(gè)方面。他們是（1）話(huà)題的引入，（2）清楚闡述要求和（3）詳細(xì)說(shuō)明問(wèn)題的答案。

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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