Factors affecting the success of corrective feedback

2001 ◽  
Vol 1 ◽  
pp. 99-122 ◽  
Author(s):  
Gertraud Havranek ◽  
Hermann Cesnik
Keyword(s):  
Corrective Feedback ◽  
Verbal Intelligence ◽  
Learner Characteristics ◽  
Factors Affecting ◽  
Subsequent Test ◽  
Grammatical Errors ◽  
Oral Corrective Feedback ◽  
Lexical Errors ◽  
Comprehensive Study

The findings from a comprehensive study on oral corrective feedback show that the success of such feedback as measured in a subsequent test is affected by its format, the type of error corrected, and certain learner characteristics. The most successful format of correction, both for the learners receiving the feedback and for their peers, is feedback successfully eliciting self-correction in practice situations. Among the least successful formats for both groups are recasts without further comments or repetition by the corrected learner. The type of error corrected most successfully differs for the two groups. Those corrected learn most from the correction of their grammatical errors and least from correction of pronunciation errors. Peers score best on pronunciation items and gain least from correction of lexical errors. Of the learner characteristics taken into consideration, verbal intelligence, relative proficiency (within levels at school or university), and the learners’ attitude towards correction proved to be most influential.

Does Learners’ Proficiency Level Affect Oral Corrective Feedback Preferences?

2016 ◽  
Vol 8 (4) ◽  
pp. 150 ◽  
Author(s):  
Nesa Bandarchian Rashti ◽  
Maryam Danaye Tous
Keyword(s):  
Error Correction ◽  
Corrective Feedback ◽  
Good Deal ◽  
Potential Effect ◽  
Factors Affecting ◽  
Proficiency Level ◽  
Oral Corrective Feedback ◽  
One Step ◽  
Feedback Preferences ◽  
The Impact

<p>For decades now, there has been a good deal of research on factors affecting students’ oral corrective feedback preferences. Although it has been proven that learners’ characteristics such as their verbal intelligence and attitude toward error correction are highly effective in students’ preferred type of oral corrective feedback, the claims regarding the impact of learners’ proficiency level on their choice of oral corrective feedback have yet to be fully substantiated. In order to take this line of research one step forward, it is important to examine the potential effect of students’ level of proficiency in error correction literature. To this end, this paper aims to shed light on lower and higher level learners’ opinion about corrective feedback issues in an EFL context.</p>

A Study of Corrective Feedback in Integrated English Classrooms

2020 ◽  
Vol 11 (5) ◽  
pp. 825
Author(s):  
Xiaoling Liu ◽  
Liqiao Peng
Keyword(s):  
Language Acquisition ◽  
Corrective Feedback ◽  
English Classrooms ◽  
Study Results ◽  
Metalinguistic Feedback ◽  
Grammatical Errors ◽  
Teachers And Students ◽  
Phonological Errors ◽  
Lexical Errors ◽  
Error Types

The study is designed to explore the main CF types frequently used by teachers in Integrated English classrooms, whether CF types are related to learner error types and whether there is a discrepancy in acceptability of CF types between teachers and students. Based on the analysis, the major findings are obtained as follows: (1) teachers frequently used recast and elicitation in Integrated English classrooms, which occupied 37.1% and 22.3% respectively; (2) CF types were related to learner error types. Teachers in Integrated English Classrooms adopted recast and explicit correction more frequently to deal with phonological errors, elicitation to correct lexical errors, metalinguistic feedback to do with grammatical errors and explicit correction to treat pragmatic errors; (3) there exists discrepancy in acceptability of CF types across different errors between teachers and students in Integrated English classrooms. Teachers accepted elicitation most to deal with lexical, grammatical and pragmatic errors while students accepted explicit correction to correct these errors. The study results bring implications for teachers to make use of CF to improve the pedagogical effects and help students produce more comprehensive output for the language acquisition development.

Progress In The Practical Application Of Automated Image Analysis To Tem Negatives

1977 ◽  
Vol 35 ◽  
pp. 214-217
Author(s):  
F. A. Heckman ◽  
E. Redman ◽  
J.E. Connolly
Keyword(s):  
Image Analysis ◽  
Image Quality ◽  
Exposure Time ◽  
Image Contrast ◽  
Automated Image Analysis ◽  
Practical Application ◽  
Factors Affecting ◽  
High Image Quality ◽  
Qualitative Evidence ◽  
Comprehensive Study

In our initial publication on this subject1) we reported results demonstrating that contrast is the most important factor in producing the high image quality required for reliable image analysis. We also listed the factors which enhance contrast in order of the experimentally determined magnitude of their effect. The two most powerful factors affecting image contrast attainable with sheet film are beam intensity and KV. At that time we had only qualitative evidence for the ranking of enhancing factors. Later we carried out the densitometric measurements which led to the results outlined below.Meaningful evaluations of the cause-effect relationships among the considerable number of variables in preparing EM negatives depend on doing things in a systematic way, varying only one parameter at a time. Unless otherwise noted, we adhered to the following procedure evolved during our comprehensive study:Philips EM-300; 30μ objective aperature; magnification 7000- 12000X, exposure time 1 second, anti-contamination device operating.

Implicit and explicit corrective feedback and feedback exposure conditions

2020 ◽  
Vol 4 (1) ◽  
pp. 3-48
Author(s):  
Takehiro Iizuka ◽  
Kimi Nakatsukasa
Keyword(s):  
Explicit Knowledge ◽  
Corrective Feedback ◽  
Significant Difference ◽  
Oral Corrective Feedback ◽  
Post Test ◽  
Picture Description ◽  
Potential Factors ◽  
Implicit And Explicit ◽  
Instructional Settings ◽  
The Impact

This exploratory study examined the impact of implicit and explicit oral corrective feedback (CF) on the development of implicit and explicit knowledge of Japanese locative particles (activity de, movement ni and location ni) for those who directly received CF and those who observed CF in the classroom. Thirty-six college students in a beginning Japanese language course received either recast (implicit), metalinguistic (explicit) or no feedback during an information-gap picture description activity, and completed a timed picture description test (implicit knowledge) and an untimed grammaticality judgement test (explicit knowledge) in a pre-test, immediate post-test and delayed post-test. The results showed that overall there was no significant difference between CF types, and that CF benefited direct and indirect recipients similarly. Potential factors that might influence the effectiveness of CF, such as instructional settings, complexity of target structures and pedagogy styles, are discussed.

Organics and its Control in Reclaimed Water

2014 ◽  
Vol 507 ◽  
pp. 752-756
Author(s):  
Chao Xiang ◽  
Ping Xu ◽  
Jing Wang ◽  
Tao Wang ◽  
Ya Jun Zhang
Keyword(s):  
Water Supply ◽  
Indirect Effects ◽  
Microbial Growth ◽  
Treatment Process ◽  
Reclaimed Water ◽  
Limiting Factors ◽  
Supply Network ◽  
Water Supply Network ◽  
Factors Affecting ◽  
Comprehensive Study

Some forms of organic matter existing in the water have direct or indirect effects on microbial growth. By the investigation data over drinking water and reclaimed water, we summarized organic limiting factors that may affect the growth of microorganisms and factors affecting these water qualities in the reclaimed water supply network, such as a variety of treatment process and the residual disinfectants. Through its comprehensive study, we want to make a contribution of opinion to control the growth of microorganisms in reclaimed water supply network.

Effects of oral corrective feedback on the development of complex morphosyntax

2021 ◽  
Vol 5 (1) ◽  
Author(s):  
Diana Pili-Moss
Keyword(s):  
Corrective Feedback ◽  
Complex Form ◽  
Mixed Effects ◽  
Mixed Effects Models ◽  
Test Design ◽  
Feedback Group ◽  
Oral Corrective Feedback ◽  
Post Test ◽  
Feedback Frequency ◽  
The Relationship

This exploratory study examined the relationship between corrective feedback (CF) and linguistic target complexity. In a pre-test/post-test/delayed post-test design, 44 adult intermediate L2 Italian learners from different L1 backgrounds were assigned to a didactic recast, a prompt and a no-feedback group. They were compared on oral and written measures on the development of passato prossimo, an Italian compound past form characterised by a set of complex semantic and morphosyntactic rules and participles displaying different degrees of form-meaning transparency. Mixed-effects models elucidated the extent to which feedback frequency predicted accuracy, whilst controlling for the effect of individual difference covariates and random variation. Only the frequency of didactic recasts predicted development of full passato prossimo sentences, whereas both feedback types were significantly related to participle development, a single aspect of the construction. Furthermore, only prompt frequency was positively related to accuracy in participles displaying more transparent (less complex) form-meaning relationships.

scholarly journals Oral Corrective Feedback Strategies in EFL. A Pilot Study in Chilean Classrooms

Elia ◽  
2016 ◽  
pp. 103-132
Author(s):  
María Fernanda Aranguiz ◽  
Angie Quintanilla Espinoza
Keyword(s):  
Pilot Study ◽  
Corrective Feedback ◽  
Oral Corrective Feedback ◽  
Feedback Strategies
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