| This is a study with a class of adolescent Chinese students learning in a Heritage Language Program. The question under investigation is whether outputting, collaborative learning and teacher feedback can facilitate language learning.;There were 4 groups of students: Group A (Feedback-Output Group), Group B (No-Feedback-Output Group), Group C (No-Feedback, No-Output Group) and Group D (Individual-Feedback-Output Group). All groups, except for Group C, were asked to complete a reconstruction task called the dictogloss. Groups A and D received teacher feedback to their work, Groups A and B worked in pairs while Group D worked on their own. Instead of written output, Group C worked on drawing tasks.;The main hypothesis that Group A will do better than Group C in the posttest was supported. Qualitative analyses showed that other variables (e.g. personality, motivation and memorization) also play a role in language learning. |
