scholarly journals Effects of Corrective Feedback on the Production of Complex and (Non)Transparent Morphosyntax

2019 ◽  
Author(s):  
Diana Pili-Moss
Keyword(s):  
Instructional Strategies ◽  
Corrective Feedback ◽  
Past Tense ◽  
Control Group ◽  
Oral Production ◽  
Oral Feedback ◽  
Quasi Experimental ◽  
Complex Forms ◽  
Implicit And Explicit ◽  
Shed Light

Although there is evidence that corrective feedback (CF) is beneficial for the learning of L2 morphosyntax in instructed contexts, the effects of oral feedback for the learning of complex forms displaying opaque form-meaning relationships have remained largely unexplored. In this quasi-experimental study 44 adult L2 learners of Italian were pseudo-randomly assigned to a recast, an elicitation and a control group and compared on the accuracy in the oral production of passato prossimo, a past tense construction including auxiliaries and participles displaying morphemes with different degrees of opacity. Posttest and delayed posttest gains in the overall accuracy of the construction were significant for recasts (p < .05, d = 1) and elicitations (p < .01, 1.2 ≥ d ≥ 1.5). However, recast gains were significant for both transparent and opaque forms and their syntactic domain included both participle and auxiliary morphology, whilst elicitation gains focused on transparent forms and appeared to have a narrower syntactic focus. These results provide evidence in support of the view that recasts are beneficial for the acquisition of complex forms and indicate that more research is needed to shed light on how implicit and explicit instructional strategies are best effective depending on the transparency of the linguistic target.

scholarly journals EFFECTS OF FORM-FOCUSED PRACTICE AND FEEDBACK ON CHINESE EFL LEARNERS’ ACQUISITION OF REGULAR AND IRREGULAR PAST TENSE FORMS

2010 ◽  
Vol 32 (2) ◽  
pp. 235-263 ◽  
Author(s):  
Yingli Yang ◽  
Roy Lyster
Keyword(s):  
Repeated Measures ◽  
Corrective Feedback ◽  
Past Tense ◽  
Control Group ◽  
Chinese Learners ◽  
Quasi Experimental ◽  
Group A ◽  
Improving Accuracy ◽  
The University ◽  
Post Hoc

Conducted in English-as-a-foreign-language (EFL) classrooms at the university level in China, this quasi-experimental study compared the effects of three different corrective feedback treatments on 72 Chinese learners’ use of regular and irregular English past tense. Three classes were randomly assigned to a prompt group, a recast group, or a control group and then participated in form-focused production activities that elicited the target forms. In the two feedback groups, teachers consistently provided one type of feedback (i.e., either recasts or prompts) in response to learners’ errors during the activities, whereas in the control group, the teacher provided feedback only on content. Pretests, immediate posttests, and delayed posttests administered 2 weeks after the treatment assessed participants’ acquisition of regular and irregular past tense forms in both oral and written production. Comparisons of group means across testing sessions using a repeated-measures ANOVA consistently revealed large effects for time. Post hoc within-group analyses of the eight immediate- and delayed-posttest measures revealed significant gains by the prompt group on all eight measures, the recast group on four, and the control group on three. The effects of prompts were larger than those of recasts for increasing accuracy in the use of regular past tense forms, whereas prompts and recasts had similar effects on improving accuracy in the use of irregular past tense forms.

scholarly journals A Cognitively Designed Error Correction Log for Facilitating the Learning of Grammatical Structures

2019 ◽  
Vol 8 (2) ◽  
pp. 30
Author(s):  
David Frear
Keyword(s):  
Error Correction ◽  
Corrective Feedback ◽  
Group Versus ◽  
Theory And Practice ◽  
Past Tense ◽  
Control Group ◽  
Study Group ◽  
Post Test ◽  
Quasi Experimental ◽  
Grammatical Structures

The exploratory study investigated the effectiveness of a new tool referred to as the error correction log (ECL). It was designed from a cognitive SLA perspective to facilitate learning, in the context of this study, of grammatical structures, following the receipt of written corrective feedback (WCF). The uniqueness of the ECL is that it guides learners through the cognitive processes deemed to underlie acquisition of grammatical structures, namely, noticing-the-gap (Schmidt & Frota, 1986), noticing (Schmidt, 1990, 2001) and noticing with metalinguistic understanding (Leow, 1997; Schmidt, 2001), and in the process potentially change the type of WCF available to learners. As the ECL was designed by the author, no study has investigated its effectiveness against a more established means of attending to WCF. In the case of the study presented here, the ECL was compared against studying WCF for a period of time. Utilizing a quasi-experimental design (a pre-test, treatment, immediate post-test, and delayed post-test), the treatment was a focused direct WCF plus ECL group versus a focused direct WCF plus study group. A control group received no WCF. The tests were three writing tasks; the target structure was regular past tense verbs. While the ECL group improved over time, the study group and the control group did not. The ECL group outperformed the control group in the delayed post-test, whereas the study group did not. An analysis of whether the corrected past tense verbs were subsequently used or not used in the post-tests demonstrated a lack of correct use for the ECL group; this, with an analysis of the ECLs for the provision of a metalinguistic explanation, suggest learners may have been able to change direct WCF (potential noticing) to direct WCF plus metalinguistic explanation (potential noticing plus metalinguistic understanding) leading to the suggestion these learners likely drew on the corrected verbs, their preexisting vocabulary-learned knowledge and preexisting metalinguistic knowledge (implicitly and explicitly acquired) when completing the delayed post-test. These results will be discussed in relation to research, theory and practice.

scholarly journals Effects of Written Corrective Feedback on Explicit and Implicit Knowledge

2016 ◽  
Vol 21 (1-2) ◽  
pp. 74-85
Author(s):  
Mitra Samiei ◽  
Tam Shu Sim
Keyword(s):  
Explicit Knowledge ◽  
Corrective Feedback ◽  
Implicit Knowledge ◽  
Control Group ◽  
Short Term ◽  
The Past ◽  
Written Corrective Feedback ◽  
Quasi Experimental ◽  
Implicit And Explicit

This study is an examination of the effect of the different degrees of explicitness of written corrective feedback (WCF) on implicit and explicit knowledge of the target structure (past simple tense) in the short term and long term. There were four experimental groups including a control group, in this quasi-experimental study which received different degrees of explicit WCF. This study sought to investigate whether or not written corrective feedback could also be effective in targeting the problematic error category in the texts of FL writers. Past simple test was known as the problematic structure based on the result of the pre-test, though their level of proficiency was intermediate. It was found that both metalinguistic and direct WCF could affect the participants’ explicit knowledge of the past simple tense in the short term and long term; the indirect WCF on the other hand, could only affect the explicit knowledge in the short term and the reformulation was the only kind of WCF that did not have any effect on the explicit knowledge of the past simple tense. Moreover, all the experimental groups’ implicit knowledge improved in the short term; however, this improvement was sustained in the long term for the metalinguistic and indirect groups only. Journal of NELTA, Vol. 21, No. 1-2, 2016, Page:74-85

The relative effects of implicit and explicit corrective feedback on the acquisition of 3rd person -s by Chinese university students: A classroom-based study

2020 ◽  
pp. 136216882090334
Author(s):  
Yongbin Zhao ◽  
Rod Ellis
Keyword(s):  
University Students ◽  
Procedural Knowledge ◽  
Corrective Feedback ◽  
Control Group ◽  
Classroom Context ◽  
Elicited Imitation ◽  
Chinese University ◽  
Chinese Learners ◽  
Chinese University Students ◽  
Implicit And Explicit

This article reports a classroom-based study of the effects of two types of corrective feedback (CF) on the acquisition of 3rd person -s. One hundred and nine Chinese university students completed three communicative tasks: One group received implicit CF consisting of a single corrective move (implicit recasts), a second group received explicit CF consisting of a dual corrective move (a prompt followed by a more explicit recast), a third group performed the tasks without feedback, and a control group just completed two tests. The groups completed two pre-tests, immediate post-tests and delayed post-tests. Gains in accuracy in a test of procedural knowledge (an elicited imitation test) and in a test of declarative knowledge (an untimed grammaticality judgement test) were evident in the first three groups but with few differences among the test scores of these groups. No gains occurred in the test control group. Explicit feedback involving a dual feedback move elicited more uptake-with-repair but this was unrelated to gains in accuracy and overall the implicit CF involving a single feedback move was as effective as the explicit. This finding, which was unexpected, may reflect the Chinese learners’ general orientation to form in this particular classroom context.

scholarly journals The Effects of Corrective Feedback on Chinese Learners’ Writing Accuracy: A Quantitative Analysis in an EFL Context

2017 ◽  
Vol 7 (2) ◽  
pp. 74
Author(s):  
Xin Wang
Keyword(s):  
Corrective Feedback ◽  
The Other ◽  
Control Group ◽  
Grammar Instruction ◽  
College Level ◽  
Significant Group ◽  
L2 Learners ◽  
Grammatical Accuracy ◽  
Quasi Experimental ◽  
Writing Accuracy

Scholars debate whether corrective feedback contributes to improving L2 learners’ grammatical accuracy in writingperformance. Some researchers take a stance on the ineffectiveness of corrective feedback based on theimpracticality of providing detailed corrective feedback for all L2 learners and detached grammar instruction inlanguage classrooms. On the other hand, many researchers promote the efficacy and significance of the role playedby corrective feedback in the process of L2 writing. This research employs a quasi-experimental design andexamines two major issues: (1) the extent to which CF facilitates or improves students’ writing accuracy; (2) students’expectations and preferences for CF. The research consists of 105 college level EFL learners from three intact classesin an Eastern Chinese University. One class was assigned to the control group which only received comments oncontent of their writing. The other two classes were then assigned to each of the two experimental groups whichreceived indirect or direct CF. Data collection includes student text/error analysis, treatments (i.e., provision ofcorrective feedback), examination of tests (i.e., pretest, posttest and delayed posttest), and questionnaires. Within aresearch period of ten weeks, this study did not reveal statistically significant group differences between the two CFgroups and the control group on overall error reduction. However, students believed CF was important and beneficial,although there is contradiction between what the students believed and their teachers’ actual practices in theclassroom. Pedagogical recommendations for EFL teachers are also discussed.

The effectiveness of written corrective feedback and the impact Lao learners’ beliefs have on uptake

2015 ◽  
Vol 38 (1) ◽  
pp. 66-84 ◽  
Author(s):  
Stephanie Rummel ◽  
John Bitchener
Keyword(s):  
Corrective Feedback ◽  
Past Tense ◽  
Control Group ◽  
Efl Learners ◽  
Written Corrective Feedback ◽  
Post Test ◽  
Feedback Preferences ◽  
The Impact

This article presents the results of a study examining the effectiveness of written corrective feedback (CF) on the simple past tense and the impact beliefs may have on students’ uptake of the feedback they receive. A seven-week study was carried out with 42 advanced EFL learners in Vientiane, Laos. Students’ beliefs about written CF were first collected, after which they were assigned to either the control group or to groups that received written CF according to their feedback preferences. Students produced four pieces of writing (pre-test, post-test and two delayed post-tests) that responded to four different narrative prompts. The targeted grammatical feature was the simple past tense. The study found that the three feedback groups showed significant improvement in the use of the targeted feature while the control group did not. Furthermore, the results seemed to indicate that beliefs might have impacted on the extent to which the Lao students improved their linguistic accuracy because the students who received their preferred type of feedback were more successful at eliminating the targeted errors than the ones who did not.

scholarly journals Pronunciation Mobile Application for Oral Communication

2021 ◽  
Vol 3 (2) ◽  
pp. 01-09
Author(s):  
Adrian M. Abarquez
Keyword(s):  
Mobile Applications ◽  
Mobile Application ◽  
Oral Communication ◽  
Control Group ◽  
Oral Production ◽  
Quasi Experimental ◽  
21St Century Learners ◽  
Institute Of Technology ◽  
Experimental Group ◽  
Basic Prerequisite

English is a basic prerequisite for people to achieve accomplishments in various fields. In today’s age, students are well-diverse in eclectic mechanisms to enhance one’s English skills. The 21st century learners have embraced the new way of acquiring skills through the combination of internet sources and mobile applications. This research was done at the Advance Institute of Technology (AIT) to assess the efficacy of smartphone pronunciation in oral communication for 10 English. For the control and experimental classes, a quasi-experimental design was used. There were 42 students as subjects in the study. The students answered a twenty-five (25) item oral production questionnaire as a research instrument. Using the required statistical instrument, based on the result of the analysis, the control group had a very good performance on the pretest while a bigger proportion of the experimental group also performs the same while there was one who performed excellently. Hence, with today’s young learners who are digital savvy, oral literary skills are best improved when English teachers make use of the most utilized and enjoyed simulations for visual and auditory to enhance pronunciation skill development.

scholarly journals Fostering Students’ Retention in Photosynthesis Using Concept Mapping and Cooperative Mastery Learning Instructional Strategies

2022 ◽  
Vol 11 (1) ◽  
pp. 103-116
Author(s):  
Emmanuel Bizimana ◽  
Dieudonné Mutangana ◽  
Adrian Mwesigye
Keyword(s):  
Instructional Strategies ◽  
Concept Mapping ◽  
Mastery Learning ◽  
Analysis Of Covariance ◽  
Control Group ◽  
Treatment Groups ◽  
Significant Difference ◽  
Post Test ◽  
Quasi Experimental ◽  
Equivalent Control

<p style="text-align: justify;">The performance in biology at the secondary level has not been as good as expected. This has been a matter of concern. Thus, there has been a continuous focus on exploring newer innovative learner-centered and friendly instructional strategies to enhance understanding and retention in biology. This study, therefore, determined the effects of Concept Mapping (CM) and Cooperative Mastery Learning (CML) on fostering retention in photosynthesis among secondary schools in Nyamagabe district, Rwanda. A pre-test and post-test non-equivalent control group quasi-experimental design was used. Data were obtained from 151 students taught with CM, 144 students taught with CML, and 154 students taught with Conventional Teaching Methods (CTM). The Photosynthesis Retention Test (KR-21= 0.82) was used for data collection. The data were mainly analyze d using mean and Analysis of Covariance (ANCOVA). The results showed that the CM and CML treatment groups outperformed the CTM group in retention in photosynthesis. There was a statistically significant difference in favor of the CM between the two experimental groups. The male and female students taught using CM retained equally in photosynthesis while gender difference was revealed in the mean retention scores of the students exposed to the CML, with females retained significantly higher than males. The study concluded that the CM and CML strategies were more effective than CTM. It was suggested, among other things, that teachers should be encouraged to apply CM and CML strategies when teaching biology.</p>

scholarly journals The Effectiveness of Shared Reading Strategy toward Students’ Reading Achievements

2017 ◽  
Vol 8 (1) ◽  
pp. 75
Author(s):  
Berni Arnita Hutabarat ◽  
Albert Effendi Pohan ◽  
Adam Adam
Keyword(s):  
Reading Comprehension ◽  
Alternative Hypothesis ◽  
Corrective Feedback ◽  
Reading Strategy ◽  
Mean Value ◽  
Shared Reading ◽  
Control Group ◽  
Post Test ◽  
Quasi Experimental ◽  
Reading Activity

Many students got difficulty in reading descriptive text, especially who lack on vocabulary. To acquire the students’ reading comprehension, it is needed to stimulate the students’ mind and corrective feedback. Thus, to solve this problem, the writer tried to teach reading descriptive text by using Shared Reading Strategy to make the reading activity in the classroom more effective and could improve students’ reading comprehension. The writer conducted this teaching media in process of reading descriptive text at class VII-A at SMP Tunas Baru Jin – Seung Batam with 35 samples. This research is a quantitative approach. The method was used in this research is experiment method and focused on Quasi experimental. The research conducted in SMP Tunas Baru Jin – Seung Batam, on April – June 2016 where two classes were taken as the samples of this study. Class VII-A as experimental class and VII-B as control group. The technique of collecting data in this research was pre-test and post-test. The question in pre-test and post-test are similar form. To prove that the alternative hypothesis (Ha) is accepted, the researcher used t-test formula calculate the data. The data gained Ttest>t table(31.64>1.667). It also can be seen from both classes post-test mean value; control class’ mean was 69 and experimental class’ was 78.43. So, it can be concluded that the used of Shared Reading Strategy gives a significant effect in student’s reading comprehension. Keywords: students reading comprehension, shared reading strategy.

PEER INTERACTION AND CORRECTIVE FEEDBACK FOR ACCURACY AND FLUENCY DEVELOPMENT

2012 ◽  
Vol 34 (4) ◽  
pp. 591-626 ◽  
Author(s):  
Masatoshi Sato ◽  
Roy Lyster
Keyword(s):  
Skill Acquisition ◽  
Language Production ◽  
Peer Interaction ◽  
Corrective Feedback ◽  
Control Group ◽  
English Classes ◽  
Treatment Conditions ◽  
Production Practice ◽  
L2 Development ◽  
Quasi Experimental

This quasi-experimental study is aimed at (a) teaching learners how to provide corrective feedback (CF) during peer interaction and (b) assessing the effects of peer interaction and CF on second language (L2) development. Four university-level English classes in Japan participated (N= 167), each assigned to one of four treatment conditions. Of the two CF groups, one was taught to provide prompts and the other to provide recasts. A third group participated in only peer-interaction activities, and a fourth served as the control group. After one semester of intervention, the two CF groups improved in both overall accuracy and fluency, measured as unpruned and pruned speech rates, whereas the peer-interaction-only group outperformed the control group only on fluency measures. This study draws on monitoring in speech-production theory and the declarative-procedural model of skill-acquisition theory to interpret these results, thus contributing a new theoretical approach to CF research in the context of peer interaction in which learners can be providers of CF. It is concluded that whereas peer interaction offered opportunities for repeated production practice, facilitating proceduralization, CF sharpened learners’ ability to monitor both their own language production and that of their interlocutors.

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