Effects of Corrective Feedback on the Acquisition of Chinese Directional Verb Compounds by Second Language Learners

Online language courses that rely on asynchronous teacher-learner communication face a practical problem when it comes to the provision of immediate corrective feedback by the teacher in oral interaction tasks. In this learning context, learners can still communicate synchronously and record their interaction without the teacher being present, but feedback by the teacher will be delayed in time. Research indicates that the effectiveness of feedback decreases as the time between the error and the correction increases and that immediate feedback is more effective (Arroyo & Yilmaz, 2018; Shintani & Aubrey, 2016). In this exploratory study conducted at an online university, we implemented a novel type of feedback we referred to as delayed immediate corrective feedback (DICF) and analyzed second language learners’ and teachers’ perceptions regarding its effectiveness and usefulness. Our goal was to assess the feasibility of implementing this type of feedback in our context and, ultimately, in other contexts where communication between teachers and learners takes place asynchronously. DICF was provided by teachers orally via screencast video. Learners and teachers’ perceptions were collected via two separate questionnaires. The results showed that teachers and learners responded positively to DICF and several potential benefits were identified. Les cours de langue en ligne qui s’appuient sur la communication asynchrone enseignant-apprenant rencontrent un problème pratique quand vient le temps de fournir de la rétroaction corrective immédiate par l’enseignant lors des tâches d’interaction orale. Dans ce contexte d’apprentissage, les apprenants peuvent toujours communiquer de manière synchrone et enregistrer leur interaction sans que l’enseignant soit présent, mais la rétroaction de l’enseignant sera décalée dans le temps. La recherche indique que l’efficacité de la rétroaction diminue au fur et à mesure que le temps entre l’erreur et la correction augmente, et que la rétroaction immédiate est plus efficace (Arroyo & Yilmaz, 2018; Shintani & Aubrey, 2016). Dans cette étude exploratoire menée auprès d’une université en ligne, nous avons mis en place une nouvelle forme de rétroaction, que nous avons appelée rétroaction corrective immédiate retardée (RCIR), et nous avons analysé les perceptions des apprenants de langue seconde et des enseignants quant à son utilité et à son efficacité. Notre objectif était d’évaluer la faisabilité de mettre en place ce type de rétroaction dans notre contexte, et par extension, dans d’autres contextes où la communication entre apprenants et enseignants se passe de manière asynchrone. La RCIR a été fournie oralement par des enseignants à l’aide de vidéos d’écrans. Les perceptions des apprenants et des enseignants ont été recueillies dans deux questionnaires distincts. Les résultats ont montré qu’apprenants et enseignants ont réagi à la RCIR de manière positive et plusieurs avantages potentiels ont été identifiés.

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Focus-on-Form and Corrective Feedback in Communicative Language Teaching

Studies in Second Language Acquisition ◽

10.1017/s0272263100009517 ◽

1990 ◽

Vol 12 (4) ◽

pp. 429-448 ◽

Cited By ~ 206

Author(s):

Patsy M. Lightbown ◽

Nina Spada

Keyword(s):

Second Language ◽

Language Learning ◽

Language Learners ◽

Second Language Learners ◽

Native Speakers ◽

Corrective Feedback ◽

Observation Data ◽

Focus On Form ◽

Class Differences ◽

Grade 5

The developing oral English of approximately 100 second language learners (four intact classes) was examined in this study. The learners were native speakers of French (aged 10–12 years) who had received a 5-month intensive ESL course in either grade 5 or grade 6 in elementary schools in Quebec. A large corpus of classroom observation data was also analyzed.Substantial between-class differences were found in the accuracy with which students used such English structures as progressive -ing and adjective–noun order in noun phrases. There was some evidence that these differences (which were not correlated with performance on listening comprehension tests) were due to differences in teachers' form-focused instruction. These findings are discussed in terms of current competing views of the role of form-focused instruction in second language learning.

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Peer Feedback in Translation Training: A Quasi-Experiment in an Advanced Chinese–English Translation Course

Frontiers in Psychology ◽

10.3389/fpsyg.2021.631898 ◽

2021 ◽

Vol 12 ◽

Author(s):

Zhong Lin ◽

Xinyu Song ◽

Jingwen Guo ◽

Feng Wang

Keyword(s):

Second Language ◽

Language Learners ◽

English Translation ◽

Teaching And Learning ◽

Second Language Learners ◽

Positive Impact ◽

Corrective Feedback ◽

Peer Feedback ◽

Whole Process ◽

Quasi Experiment

Although research on peer feedback in second language teaching and learning has been developed from various perspectives over the past three decades, less is known about feedback in translation settings. This study reports the results of a quasi-experiment with advanced second language learners in a Chinese–English translation course. It examines how effective peer feedback is in improving the quality of translations. The following data were collected from 30 students: their initial translation drafts, the drafts with the feedback of their peers, and the final corrected translations. The whole process was facilitated by computer assistance and under anonymity. It was found that most students drew on direct or indirect corrective feedback while few students drew on metalinguistic corrective feedback. Text genres were also proved to impact the types and counts of peer feedback. An analysis of the accuracy rate of corrections after peer feedback showed that it had a positive impact on translation quality. The findings shed light on the applicability of peer feedback in other pedagogical activities.

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How Deeply Do Second Language Learners Process Written Corrective Feedback? Insights Gained From Think‐Alouds

TESOL Quarterly ◽

10.1002/tesq.522 ◽

2019 ◽

Vol 53 (4) ◽

pp. 913-938 ◽

Cited By ~ 2

Author(s):

Ha Ram Kim ◽

Melissa Bowles

Keyword(s):

Second Language ◽

Language Learners ◽

Second Language Learners ◽

Corrective Feedback ◽

Written Corrective Feedback ◽

Think Alouds

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The Effect of Implicit Corrective Feedback on English Writing of International Second Language Learners

English Language Teaching ◽

10.5539/elt.v14n1p123 ◽

2020 ◽

Vol 14 (1) ◽

pp. 123

Author(s):

Hanadi Abdulrahman Khadawardi

Keyword(s):

Second Language ◽

Language Learners ◽

English Language ◽

Second Language Writing ◽

Second Language Learners ◽

Corrective Feedback ◽

Written Feedback ◽

Student Writers ◽

English Writing ◽

Language Writing

Debate about the value and the effect of both kinds of corrective feedback, explicit and implicit on second language writing has been prominent in recent years. Second language writing researchers investigate whether written implicit corrective feedback facilitates the acquisition of linguistic features. In contrast, L2 writing researchers generally emphasize the question of whether written corrective feedback helps student writers improve their writing texts and reduces their language errors. Understanding these differences is important because it provides guidelines for English language writing teachers on what are the best way to provide feedback for student writers. A quasi-experimental study was conducted to investigate the effects of implicit corrective feedback on the English writing of international second language learners in a UK educational context. It scrutinizes the application of teacher implicit written feedback in relation to the advancement of the writing skill of second language learners within a short-term period. A case study consisting of a small group of international students received implicit written feedback through codes representing specific types of writing errors. Participants were also interviewed to understand their views regarding teacher implicit written feedback and their reactions towards it. The results of the study revealed that teacher implicit written feedback helped correcting particular type of errors while other errors mandated the intervention of the teacher oral feedback.

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FOSSILIZATION, COMMUNICATIVE RATIONALITY AND COMMUNICATION STRATEGIES IN SECOND LANGUAGE LEARNING

RUDN Journal of Language Studies Semiotics and Semantics ◽

10.22363/2313-2299-2019-10-2-522-531 ◽

2019 ◽

Vol 10 (2) ◽

pp. 522-531

Author(s):

Zhanna Evgenievna Vavilova ◽

John Taylor Broadbent

Keyword(s):

Second Language ◽

Second Language Acquisition ◽

Language Acquisition ◽

Language Learners ◽

Speech Acts ◽

Second Language Learners ◽

Native Speaker ◽

Corrective Feedback ◽

Communicative Rationality ◽

Adult Second Language Acquisition

Fossilization was first defined in 1972 as a failure, or an ultimate attainment in adult second language acquisition that falls short of native-speaker competence. It represents a final stage in the interlanguage development of the individual learner and characterizes all but a very few adult second language learners. Over the 40 years or so since the term appeared, fossilization in adult second language acquisition has come to be widely accepted by scholars as a genuinely existing phenomenon. Fossilization is now viewed as permanent and resistant to correction either through instruction or acculturation. However, no universally accepted definition or explanation of fossilization has achieved universal acceptance. This paper attempts to add an extralinguistic perspective on fossilization and its possible outcome in the communicative practice of adult L2 speakers by building a bridge between linguistics and teaching languages, on the one hand, and philosophy of communication, on the other. Habermasian concept of communicative rationality is applied to demonstrate that oratory and writing skills ensure a more significant role in a dialogue, which seems to be sufficient grounds for fighting fossilization. In terms of the theory of speech acts, the paper attempts to trace the mechanism of fossilizing in a transition from the inner space of an individual consciousness and intent (illocution) to the outer space of the perlocutionary consequence when a locutionary distortion of the speech itself does not affect the speaker’s intent and he / she receives no feedback of the error made. Several factors inhibiting the effectiveness of such corrective feedback are touched upon, as well as certain strategies adopted by second language learners in their communicative efforts.

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