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

Written corrective feedback in L2 writing: Connors & Lunsford (1988); Lunsford & Lunsford (2008); Lalande (1982)

2015 ◽  
Vol 48 (4) ◽  
pp. 531-544 ◽  
Author(s):  
Dana Ferris
Keyword(s):  
Foreign Language ◽  
Corrective Feedback ◽  
L2 Writing ◽  
Student Writing ◽  
Composition And Rhetoric ◽  
Research Paradigms ◽  
The Past ◽  
Written Corrective Feedback ◽  
Language Studies ◽  
Quasi Experimental

Written corrective feedback (CF) has been the most heavily researched topic in second language (L2) writing over the past 20 years. As a recent research timeline article in this journal (Ferris 2012; see also Bitchener & Ferris 2012) shows, studies of error correction in student writing have crossed disciplines (composition and rhetoric, foreign language studies, applied linguistics) and have utilized a range of research paradigms, including descriptive text analysis, quasi-experimental designs, and quantitative and qualitative classroom research. This article highlights two landmark studies on this topic, both from the 1980s, representing two of these research traditions. It explains why replication of these two studies would further advance our knowledge about written CF and makes specific suggestions about how the replications should be completed.

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.

DIFFERENTIAL EFFECTS OF ORAL AND WRITTEN CORRECTIVE FEEDBACK IN THE ESL CLASSROOM

2010 ◽  
Vol 32 (2) ◽  
pp. 203-234 ◽  
Author(s):  
Younghee Sheen
Keyword(s):  
First Language ◽  
Corrective Feedback ◽  
Control Group ◽  
Written Corrective Feedback ◽  
Grammatical Accuracy ◽  
Key Factor ◽  
Quasi Experimental ◽  
English Articles ◽  
Post Hoc ◽  
And Control

This article examines whether there is any difference between the effect of oral and written corrective feedback (CF) on learners’ accurate use of English articles. To this end, the current research presents the results of a quasi-experimental study with a pretest, immediate-posttest, delayed-posttest design, using 12 intact intermediate English-as-a-second-language classes with adult learners of various first language backgrounds. Five groups were formed: oral recasts (n= 26), oral metalinguistic (n= 26), written direct correction (n= 31), written direct metalinguistic (n= 32), and control (n= 28). All four experimental groups completed two 30-min communicative narrative tasks. For the oral CF groups, students were asked to retell a story during which CF was provided. For the written CF groups, students were first asked to rewrite a story and then given CF. The acquisition of English articles was measured by means of a speeded dictation test, a written narrative test, and an error correction test. One-way ANOVAs with post hoc comparisons indicated that all CF groups, except for oral recasts, significantly outperformed the control group in the immediate and delayed posttests. These findings show that, whereas implicit oral recasts that involve article errors were not facilitative to learning, the other CF types were effective in helping learners improve the grammatical accuracy of English articles irrespective of language analytic ability. Overall, these results suggest that the degree of explicitness of both oral and written CF—rather than the medium in which the CF is provided—is the key factor that influences CF effectiveness.

The Effects of Recasts and Working Memory on the Development of Implicit and Explicit Knowledge

2016 ◽  
Vol 39 (1) ◽  
Author(s):  
Jieun Ahn ◽  
Youngkyu Kim
Keyword(s):  
Working Memory ◽  
Explicit Knowledge ◽  
Implicit Knowledge ◽  
Control Group ◽  
Elicited Imitation ◽  
Grammaticality Judgment ◽  
Causative Construction ◽  
Implicit And Explicit ◽  
The Impact ◽  
Experimental Group

AbstractThis paper aims to investigate the effects of recasts and working memory on the acquisition of Korean morphological causatives by advanced Chinese learners of Korean. Participants were randomly assigned to two groups: A experimental group and a control group. The experimental group received intensive recasts during task-based interaction, whereas the control group did not. The effects of recasts were measured by two types of tests: An elicited imitation test, as a measure of implicit knowledge, and an untimed grammaticality judgment test, as a measure of explicit knowledge. The findings are as follows. First, from the pretest to the delayed posttest, recasts facilitated the learners’ acquisition of causative construction by developing both their implicit and explicit knowledge. Second, the results of delayed posttests showed that recasts were more effective in aiding the development of implicit knowledge than explicit knowledge. Third, working memory was found to be a significant covariate in the facilitative effects of recasts on explicit knowledge; that is, it mediated the development of explicit knowledge via recasts as a significant individual difference factor. The effects of recasts were maintained even when the impact of working memory was controlled. (189 words)

scholarly journals The Effect of Direct and Indirect Corrective Feedback on L2 Learners’ Written Accuracy

2008 ◽  
Vol 156 ◽  
pp. 279-296 ◽  
Author(s):  
Catherine van Beuningen ◽  
N.H. de Jong ◽  
Folkert Kuiken
Keyword(s):  
Error Correction ◽  
Second Language Learners ◽  
Corrective Feedback ◽  
Control Group ◽  
Time On Task ◽  
Long Term Effects ◽  
Short Term ◽  
Task Differences ◽  
Direct Feedback

Among scholars there is disagreement on the benefits of corrective feedback on second language learners’ written output. While some researchers advocate the usefulness of corrective feedback, Truscott claims that all error correction is unnecessary, ineffective, and even harmful, in that it diverts time and energy away from more productive aspects of writing instruction. Until now, research outcomes cannot settle this debate since only short-term effectiveness of corrective feedback could be demonstrated. Due to methodological shortcomings, results from studies that investigated long-term effects of error correction on accuracy improvement are inconclusive.By trying to overcome some of these design related drawbacks (i.e. the lack of a proper control group and time-on task differences between treatment groups), the present study intends to make a contribution to the ongoing error correction debate. The effectiveness of direct and indirect corrective feedback was compared to the effect of two control treatments: a treatment that offered students an extra opportunity to practice their writing skills, and a treatment in which students self-corrected their errors without any available feedback. Results show that corrective feedback can be effective in improving students’ accuracy: while short-term effects were found for both direct and indirect corrective feedback, only direct feedback proved to have a significant long-term effect. Neither of the control treatments had a significant effect on students’ accuracy.

scholarly journals THE EFFECT OF WRITTEN CORRECTIVE FEEDBACK STRATEGIES ON COLLOCATION ERRORS OF LOW-PERFORMING ESL LEARNERS

2020 ◽  
Vol 9 (2) ◽  
pp. 143
Author(s):  
Abang Fhaeizdhyall ◽  
Collin Jerome
Keyword(s):  
Repeated Measures ◽  
Corrective Feedback ◽  
Control Group ◽  
Grammatical Aspect ◽  
Written Corrective Feedback ◽  
Post Test ◽  
Quasi Experimental ◽  
Feedback Strategies ◽  
Esl Learners ◽  
Grammatical Structures

The studies on error correction have been laying their emphasis on grammatical structures of the language with lack of focus on non-grammatical aspect such as lexical collocation. Therefore, this study aims at investigating the effect of direct and indirect written corrective feedback on low-performing ESL learners. Ninety-two students of a public university involved in the study. Three intact groups that have equal proficiency were identified at the beginning of the university’s academic term. A quasi-experimental design was employed with two experimental groups receiving indirect WCF and direct WCF separately, and a control group deprived of any treatment. The groups were measured in three different time points with pre-test before the intervention, immediate post-test after the intervention, and delayed post-test to measure retention effect. One-way ANOVA and repeated-measures ANOVA were used to measure the effect. The findings reveal that significant differences were detected in immediate post-tests of direct and indirect WCF groups which indicate that both WCF strategies can enhance participants’ collocational competency. Additionally, the findings also show that direct WCF strategy greatly affects participants collocation errors despite both groups performed better than the control group. This study demonstrates that retention effect was detected in the group that received direct WCF while the indirect WCF group was not able to retain - in delayed post-test. Recommendation is also discussed for Future directions of studies.Â

scholarly journals The Effect of Direct and Indirect Corrective Feedback on L2 Learners’ Written Accuracy

2008 ◽  
Vol 156 ◽  
pp. 279-296 ◽  
Author(s):  
Catherine van Beuningen ◽  
N.H. de Jong ◽  
Folkert Kuiken
Keyword(s):  
Error Correction ◽  
Second Language Learners ◽  
Corrective Feedback ◽  
Control Group ◽  
Time On Task ◽  
Long Term Effects ◽  
Short Term ◽  
Task Differences ◽  
Direct Feedback

Abstract Among scholars there is disagreement on the benefits of corrective feedback on second language learners’ written output. While some researchers advocate the usefulness of corrective feedback, Truscott claims that all error correction is unnecessary, ineffective, and even harmful, in that it diverts time and energy away from more productive aspects of writing instruction. Until now, research outcomes cannot settle this debate since only short-term effectiveness of corrective feedback could be demonstrated. Due to methodological shortcomings, results from studies that investigated long-term effects of error correction on accuracy improvement are inconclusive. By trying to overcome some of these design related drawbacks (i.e. the lack of a proper control group and time-on task differences between treatment groups), the present study intends to make a contribution to the ongoing error correction debate. The effectiveness of direct and indirect corrective feedback was compared to the effect of two control treatments: a treatment that offered students an extra opportunity to practice their writing skills, and a treatment in which students self-corrected their errors without any available feedback. Results show that corrective feedback can be effective in improving students’ accuracy: while short-term effects were found for both direct and indirect corrective feedback, only direct feedback proved to have a significant long-term effect. Neither of the control treatments had a significant effect on students’ accuracy.

scholarly journals The Effectiveness of Direct and Indirect Written Corrective Feedback on English Collocation Competency: A Quasi – Experiment

2020 ◽  
Vol 8 (1) ◽  
pp. 94
Author(s):  
Abang Fhaeizdhyall
Keyword(s):  
Corrective Feedback ◽  
Control Group ◽  
High Performing ◽  
Written Corrective Feedback ◽  
Post Test ◽  
Quasi Experimental ◽  
Group A ◽  
And Control ◽  
Esl Learners ◽  
Positive Effect

The primary aim of this study is to investigate the effectiveness of direct and indirect written corrective feedback (WCF) on English collocational competency of high-performing ESL learners. The study also sought to compare possible differences in the effect of two WCF strategies that help the researcher in identifying the appropriate WCF strategy in improving learners’ collocational competency in the context of the study. Additionally, retention effect of WCF is also investigated in delayed post-tests. Eighty-eight high-performing ESL learners of a public university participated in the quasi-experimental study of two experimental groups and one control group. A series of test namely pre-test, immediate post-test and delayed post-test was administered to collect the data. The groups are labelled ‘Direct group’ that received direct WCF treatment (n=33), ‘Indirect group’ that received indirect WCF (n=25), and ‘Control group’ that received no treatment (n=25). A set of collocation test that was developed by Gyllstad (2009) was adopted and a pilot test was conducted prior to the actual study. The participants were tested in three point of time (pre-test, immediate post-test, and delayed post-test). The findings indicate that there is a positive effect of direct and indirect WCF strategies on collocational competence. Furthermore, direct WCF has the most effect in improving collocational competency of the participants. Finally, both WCF strategies are proven statistically in retaining their effects as demonstrated in the results of delayed post-test. Suggestion for future studies are also discussed.

The revision and transfer effects of direct and indirect comprehensive corrective feedback on ESL students’ writing

2018 ◽  
Vol 24 (4) ◽  
pp. 519-539 ◽  
Author(s):  
Khaled Karim ◽  
Hossein Nassaji
Keyword(s):  
Corrective Feedback ◽  
Control Group ◽  
Esl Students ◽  
Short Term ◽  
Delayed Effects ◽  
Written Corrective Feedback ◽  
Metalinguistic Feedback ◽  
Indirect Feedback ◽  
Direct Feedback ◽  
Picture Prompts

This study investigated the short-term and delayed effects of comprehensive written corrective feedback (WCF) on L2 learners’ revision accuracy and new pieces of writing (i.e., the transfer effect of feedback). Three types of feedback were compared: direct feedback and two types of indirect feedback that differed in their degree of explicitness (i.e., underlining only and underlining+metalinguistic cues). Fifty-three intermediate level learners of English as a second language (ESL) were divided randomly into four groups: One direct, two indirect, and a control group. Students produced three pieces of writing from different picture prompts and revised them over a three-week period. Each group also produced a new piece of writing two weeks later. The study included seven sessions: Writing 1, revision of Writing 1, Writing 2, revision of Writing 2, Writing 3, revision of Writing 3, and Writing 4 (delayed writing). The results showed that all the three feedback groups significantly outperformed the control group in revision tasks. Some short-term accuracy improvements were also found on new pieces of writing for direct and underlining+metalinguistic feedback, but the effects were largely non-significant.

scholarly journals Revision-mediated and Attention-mediated Feedback: Effects on EFL Learners’ Written Syntactic Accuracy

2018 ◽  
Vol 9 (4) ◽  
pp. 83
Author(s):  
Fatemeh Soltanpour ◽  
Mohammadreza Valizadeh
Keyword(s):  
Corrective Feedback ◽  
Control Group ◽  
Intermediate Step ◽  
Careful Attention ◽  
Efl Learners ◽  
Quasi Experimental ◽  
Short And Long Term ◽  
Argumentative Essays ◽  
The One

Based on the literature, revision requirement (i.e., when students rewrite their whole text based on the teacher feedback) can perhaps be a necessary intermediate step towards the development of written accuracy because learners have more time to think about and process the corrections; however, some state drawing learner’s attention can be achieved by asking them to take time to look over the received feedback and carefully examine their errors. This quantitative quasi-experimental study, which followed a pretest-treatment-posttest-delayed posttest design, investigated the effects of revision mediation versus attention mediation on EFL learners’ syntactic accuracy of their argumentative essays. 83 Iranian EFL learners, studying at upper-intermediate level were assigned to three groups: comprehensive direct corrective feedback plus a revision requirement (DCF/+R), comprehensive DCF plus a time to pay careful attention to and study the errors and received feedback (DCF/+S) and the control group that received the comprehensive DCF without any extra assignment (DCF/-R,-S). Each group received three sessions of treatment. The existence of any statistically significant differences among the three groups with regard to each received treatment was investigated both in the short and long term. It was found that both revision requirement (DCF/+R) and careful attention requirement (DCF/+S) significantly outperformed the group that only received the feedback. Nevertheless, it was also proved that the group that was required to pay careful attention to and study the feedback (DCF/+S) significantly outperformed the one that experienced the revision requirement (DCF/+R). Discussion focuses on the importance of two levels of awareness: noticing and understanding.

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