The associations between working memory and the effects of four different types of written corrective feedback

2019 ◽  
Vol 45 ◽  
pp. 1-15 ◽  
Author(s):  
Shaofeng Li ◽  
Saeed Roshan
Keyword(s):  
Working Memory ◽  
Corrective Feedback ◽  
Written Corrective Feedback ◽  
Different Types

scholarly journals Classifying Written Corrective Feedback for Research and Educational Purposes: A Typology Proposal

2020 ◽  
Vol 22 (2) ◽  
pp. 211-222
Author(s):  
Benjamín Cárcamo
Keyword(s):  
Mode Of Delivery ◽  
Corrective Feedback ◽  
Written Corrective Feedback ◽  
Different Types

Although several investigations have been carried out in recent years on written corrective feedback (WCF), there is a lack of agreement about its definition and the effect on students’ writings of different types of feedback. This may be due to the lack of systematicity regarding the characterization of WCF used in those studies. This article seeks to review the concept of WCF in studies in the field and to systematize the various aspects considered in a typology, which includes specification, focus, scope, source, mode of delivery, and notes. The resulting typology should help improve the effectiveness in the comparison of WCF studies and serve as a reference for teachers interested in expanding their practices.

scholarly journals Written Corrective Feedback: What Do Malaysian Learners Prefer And Why?

2019 ◽  
Vol 8 (5C) ◽  
pp. 1221-1225
Keyword(s):  
Language Learners ◽  
Corrective Feedback ◽  
Written Feedback ◽  
Esl Students ◽  
Writing Assignments ◽  
Written Corrective Feedback ◽  
Language Classes ◽  
Different Types ◽  
Direct Feedback ◽  
Malaysian Students

There has been an ongoing debate about the value of providing corrective feedback in writing assignments in English as a foreign/second language classes. Despite the fact, corrective feedback in writing has been analyzed from various perspectives, learners’ expectations regarding feedback given by language instructors are still to be considered. This paper investigates the types of written feedback preferred by the Malaysian students. This study investigated how language learners perceive the usefulness of different types and amounts of written corrective feedback, and also the reasons they have for their preferences. Qualitative and quantitative data was collected from 103 ESL students by means of computer generated written questionnaires. The results showed that Malaysian learners react in favor of direct feedback to their written work, and yet they show little tolerance for simply marking the error without explanation. Moreover, considerable number of the respondents favored indirect corrective feedback with a clue. Possible explanations for the results were given with reference to the theoretical constructs of SLA.

scholarly journals The correlation between cognitive styles and written corrective feedback preferences among Iranian and Turkish EFL learners

2021 ◽  
Vol 16 (2) ◽  
pp. 669-685
Author(s):  
Parivash Jamali Kivi ◽  
Ronald M. Hernández ◽  
Jorge Luis Escalante Flores ◽  
Doris Fuster-Guillén
Keyword(s):  
Learning Styles ◽  
Research Question ◽  
Cognitive Styles ◽  
Corrective Feedback ◽  
Placement Test ◽  
Efl Learners ◽  
Written Corrective Feedback ◽  
Different Types ◽  
Efl Students ◽  
Iranian Students

This study aimed at finding the correlation between Iranian and Turkish EFL learners’ cognitive styles and their preferences for different WCF types. Sixty out of seventy-five EFL students at the intermediate level in two contexts (Iran and Turkey) were selected through the Oxford Placement Test. There were two instruments in this research: The Learning Styles Questionnaire, and CF questionnaire. The researcher gave detailed instructions on how to complete the surveys. The findings demonstrated that there was a correlation between EFL students’ cognitive styles and their WCF preferences in both Iran and Turkey contexts. The second research question results indicated that there was a relationship between learners’ cognitive styles and their preferences for different types of errors to be corrected. The results of the third research question showed that the correlation between Iranian students’ cognitive styles and their preferences for different CF frequencies was not significant. The last research question results showed that the correlation between Turkish students’ cognitive styles and their preferences for different CF frequencies was not significant.   Keywords: Cognitive Styles – EFL Learners – Preferences – Written Corrective Feedback.

scholarly journals How Might Cognitive Factors Affect Iranian EFL Learners’ Response to Feedback Provided on Writing? An Individual Differences Perspective

2021 ◽  
Vol 4 (5) ◽  
pp. 42-55
Author(s):  
Khalil Sazideh ◽  
Omid Mallahi
Keyword(s):  
Working Memory ◽  
Language Learning ◽  
Qualitative Comparative Analysis ◽  
Corrective Feedback ◽  
Individual Characteristics ◽  
Pedagogical Intervention ◽  
Study Approach ◽  
Different Types ◽  
Effects Of Feedback ◽  
Direct Feedback

The researchers exploring the effectiveness of feedback have normally contrasted groups of learners receiving different types of feedback treatments. However, since there are always individual responses to any pedagogical treatment within a group of students and the effects of feedback can vary significantly even in participants receiving the same kind of feedback in the same experiment, the present study used a qualitative case study approach and techniques such as narrative construction and qualitative comparative analysis to see how the individuals with different cognitive characteristics (namely, language learning aptitude and working memory) respond to various types of feedback (namely, direct feedback, indirect feedback with error codes and metalinguistic feedback with explanations) provided on linguistic aspects of their writings and how these characteristics might impact their learning from the feedback. The comparison of the students’ responses to the feedback provided indicated that different individuals respond to and benefit from the learning potentials of different types of corrective feedback in different and their own unique ways. In fact, the learners having higher levels of aptitude and working memory were better able to resolve their problems and improve their writing as a result of the feedback received. On the whole, the findings of the present study confirm the important role of considering learners’ individual characteristics in any pedagogical intervention.

scholarly journals The Role of Error Type and Working Memory in Written Corrective Feedback Effectiveness on First-Language Self Error-Correction

2021 ◽  
pp. 074108832098655
Author(s):  
Mohammad Nowbakht ◽  
Thierry Olive
Keyword(s):  
Working Memory ◽  
Error Correction ◽  
First Language ◽  
Corrective Feedback ◽  
Error Type ◽  
Semantic Error ◽  
Written Corrective Feedback ◽  
Grammatical Errors ◽  
Semantic Errors

This study examined the role of error-type and working memory (WM) in the effectiveness of direct-metalinguistic and indirect written corrective feedback (WCF) on self error-correction in first-language writing. Fifty-one French first-year psychology students volunteered to participate in the experiment. They carried out a first-language error-correction task after receiving WCF on typographical, orthographic, grammatical, and semantic errors. Results indicated that error-type affected the efficacy of WCF. In both groups, typographical error-correction was performed better than the others; orthographic and grammatical error-correction were not different, but both were corrected more frequently than semantic errors. Between-group comparisons showed no difference between the two groups in correcting typographical, orthographic, and grammatical errors, while semantic error-correction was performed significantly better for the direct group. Results revealed that WM was not involved in correcting typographical, orthographic, and grammatical errors in both groups. It did, however, predict semantic error-correction only in response to direct-metalinguistic WCF. In addition, the processing component of WM was predictive of semantic error-correction in the direct WCF group. These findings suggest that error-type mediates the effectiveness of WCF on written error-correction at the monitoring stage of writing, while WM does not associate with all WCF types efficacy at this stage.

Investigating teachers’ written corrective feedback practices in a Saudi EFL context

2014 ◽  
Vol 37 (2) ◽  
pp. 101-122 ◽  
Author(s):  
Abdulaziz Alshahrani ◽  
Neomy Storch
Keyword(s):  
Corrective Feedback ◽  
Policy Recommendations ◽  
Efl Context ◽  
Written Corrective Feedback ◽  
Different Types ◽  
Indirect Feedback ◽  
Direct Feedback

In recent years there have been a growing number of studies on written corrective feedback (WCF), particularly in terms of the efficacy of different types of WCF. However, few of these studies have investigated what shapes teachers’ WCF practices and how they align with students’ preferences. This study, conducted with staff and students in a large Saudi university that has strict guidelines on WCF provision, examined the teachers’ WCF practices in relation to the institutional guidelines, their own beliefs about the most effective forms of WCF as well as their students’ preferences. Data collected included the feedback given by three teachers on their students’ writing (15 students per teacher), follow-up interviews with the teachers, and questionnaires completed by the students. The study found that although the teachers followed the strict guidelines and provided comprehensive indirect feedback, these practices did not always accord with their beliefs. Most of the WCF given tended to be on mechanics, and the teachers seemed unaware that this was the main focus of their feedback. They were also largely unaware that their students preferred direct feedback and mainly on grammar. We conclude our paper with some policy recommendations.

scholarly journals Iranian EFL Learners’ Reaction to Teacher’s Written Corrective Feedback

2017 ◽  
Vol 6 (3) ◽  
pp. 254
Author(s):  
Abdolvahed Zarifi
Keyword(s):  
High School Students ◽  
Cognitive Process ◽  
Corrective Feedback ◽  
Thought Processes ◽  
School Students ◽  
Writing Classes ◽  
Efl Learners ◽  
Written Corrective Feedback ◽  
Different Types ◽  
The Impact

Providing different types of corrective feedback on learners’ writing is a common practice in writing classes. Applied linguists have also invested huge attempt in investigating the impact that coorective feedback might have on developing different language skills among EFL/ESL writers. Despite the breadth of empirical research on the issue, literature has witnessed very few studies addressing the writer thought processes in dealing with the corrective feedback they recieve from their instructors. Therefore, the present qualitative study, which explores the way Iranian EFL learners respond to teacher corrective feedback, is an answer to this research need. The study included a sample of ten female high school students who were purposively selected and investigated for the cognitive process they assumed in responding to teacher written corrective feedback and their preferences for CF in writing tasks. Findings of the study have revealed that EFL learners go through a long and sophisticated thought process, reviewing, evaluating and finally accepting or ‘submiting to’ teacher corrective feedback.  

scholarly journals The effects of different types of written corrective feedback on students’ texting mistakes

2020 ◽  
Vol 3 (3) ◽  
pp. 174
Author(s):  
Hasan Güner Berkant ◽  
Nuriye Batmaz Derer ◽  
Ozgur Kursad Derer
Keyword(s):  
Qualitative Data ◽  
Mixed Model ◽  
Descriptive Analysis ◽  
Corrective Feedback ◽  
Feedback Type ◽  
Written Corrective Feedback ◽  
Different Types ◽  
The Difference ◽  
Direct Feedback ◽  
Quantitative And Qualitative Methods

The main purpose of this research was to investigate the effects of different types of written corrective feedback on students' texting mistakes in English lessons. In the study, a mixed model including quantitative and qualitative methods was engaged. Two-factor ANOVA was used for mixed measurements to test the significance of the difference between the error numbers of the three types of feedback except direct feedback. The qualitative data of the study were collected by examining the texts and the interviews about the effect of the four feedbacks were made with the students. Content analysis and descriptive analysis were performed. At the end of the study, in the quantitative findings obtained, the most effective type of feedback is the underlined feedback. As for the qualitative findings obtained from the students' opinions, the feedback type in which the error is coded and the information is given is the most effective type.

scholarly journals WRITTEN CORRECTIVE FEEDBACK ON EFL STUDENTS AT AN ISLAMIC JUNIOR HIGH SCHOOL

2020 ◽  
Vol 5 (2) ◽  
pp. 161-173
Author(s):  
Eka Mareta Suharyanti ◽  
Endang Fauziati
Keyword(s):  
High School ◽  
Junior High School ◽  
Junior High ◽  
Corrective Feedback ◽  
Teaching Writing ◽  
Central Java ◽  
Written Corrective Feedback ◽  
Different Types ◽  
Efl Students ◽  
Second Year

Teachers provide students with corrective feedback for guiding them in the process of teaching a language. This study aimed to investigate the types of corrective feedback that the teacher used in teaching writing recount text, this also employed to reveal the students' motivation for writing recount texts, and to explore the benefit of teacher corrective feedback to the students' ability in writing recount text at Manbaul Huda Islamic Junior High School Central Java Indonesia. Descriptive qualitative method was employed by interviewing both the teacher and the second-year students. The participants were three teachers and twenty students. There were three guided Interview questions for teachers and two questions for students. The findings of this study turned out that the teacher employed indirect corrective feedback and gave symbols to the student’s error production. Most of the students are highly motivated to be able to write a status on Facebook or other online media by using English. The most important advantage of obtaining corrective feedback for the students is to understand the use of grammar in making a sentence. This study concluded that the motivation of the students to write recount text was to get teacher corrective feedback to be able to write the appropriate sentence and to increase their ability in writing English. This also implied that different types of corrective feedback might impact differently to the students in improving their motivation to learn English more.

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