The Theoretical Expectation of the Effect of Written Corrective Feedback From Sociocultural Perspective

2018 ◽  
pp. 57-64
Keyword(s):  
Self Regulation ◽  
Corrective Feedback ◽  
Theoretical Expectation ◽  
Sociocultural Perspective ◽  
Written Corrective Feedback ◽  
Cultural Framework ◽  
L2 Learning ◽  
Learner Needs

This chapter explains how written CF should be provided within a socio-cultural framework. Sociocultural researchers believe learning occurs “in” instead of “by” the interaction between the learner and the teacher. When the learner needs less “other-regulation” or has better “self-regulation” during the scaffolded interaction, learning occurs. Scaffolding means that facilitation varies according to the learner's need. For the optimal facilitation of learning, scaffolding should be within the learner's ZPD. Therefore, it is fair to assume that scaffolded written CF within the learner's ZPD has the potential to facilitate the desired L2 learning.

The Empirical Evidence of the Effect of Written Corrective Feedback From Information Processing Perspective

2018 ◽  
pp. 30-56
Keyword(s):  
Corrective Feedback ◽  
Theoretical Expectation ◽  
Affective Factors ◽  
Proficiency Levels ◽  
Written Corrective Feedback ◽  
Theoretical Perspectives ◽  
Information Processing Perspective ◽  
English Articles ◽  
Positive Effect

The theoretical perspectives reviewed in the previous chapter have led many in the field to believe that written CF can have a positive effect on L2 learning. The recent written CF studies reviewed in this chapter confirmed the theoretical expectation. However, it needs to be noted that although more explicit written CF types, such as metalinguistic explanation, direct correction, and direct correction plus metalinguistic explanation were proved to facilitate the learning of English articles and past tense for students of different proficiency levels, more research is needed to find out the correlation between the complexity and written CF type. Furthermore, whether these types of written CF could facilitate the learning of more complex language features needs to be examined. Last but not least, learner's factors, including affective factors, learning aptitude, motivation, and so on need to be investigated regarding the extent to which they may have an impact on the effect of written CF.

The Theoretical Expectation of the Effect of Written Corrective Feedback From Information Processing Perspective

2018 ◽  
pp. 12-29
Keyword(s):  
Information Processing ◽  
Corrective Feedback ◽  
Theoretical Explanation ◽  
The Other ◽  
Theoretical Expectation ◽  
Written Corrective Feedback ◽  
L2 Development ◽  
Information Processing Perspective ◽  
Interactive View

Chapter 2 explains how written CF can facilitate the process of information processing in Gass' model from a micro perspective, and also in a macro view, according to McLaughlin's model, and Anderson's model. The theoretical explanation makes us to believe written CF has the potential to benefit L2 development. The other half of the chapter provides an understanding of written CF in an interactive view of SLA and leads to the conclusion that all the factors involved in the interactions between teacher and learner should be taken into consideration when providing written CF.

The Exploration of the Effect of Scafflolded Written Corrective Feedback

2018 ◽  
pp. 65-69
Keyword(s):  
Case Studies ◽  
Corrective Feedback ◽  
Self Control ◽  
Combined Approach ◽  
The Third ◽  
Written Corrective Feedback ◽  
Cultural Framework ◽  
L2 Development

This chapter reviews the written CF studies that have been conducted within a socio-cultural framework. These are three case studies, the first of which found individual learners had better self-control after receiving scaffolded written CF within their different ZPDs. The second study compared scaffolded written CF and random written CF and found scaffolded written CF resulted in better L2 development. The third study compared scaffolded written CF and the most explicit written CF (direct correction plus metalinguistic explanation) and no advantage for scaffolded written CF was reported. In the end, a combined approach of investigating written CF is proposed.

scholarly journals Written Corrective Feedback: The need for collaboration and multidirectional interaction

2018 ◽  
Vol 27 (1) ◽  
Author(s):  
Nicholas Carr ◽  
Michiko Weinmann
Keyword(s):  
Language Development ◽  
Language Learners ◽  
Self Regulation ◽  
Corrective Feedback ◽  
Language Teachers ◽  
Proximal Development ◽  
Written Corrective Feedback ◽  
Research Designs ◽  
Potential Benefits

Over the last two decades, there has been significant debate surrounding the potential benefits, or potential harm, generated from the provision of written corrective feedback (WCF) on the writing of language learners. The majority of research in the field has been conducted within a positivist paradigm, which often adopted experimental research designs that measured language development in the form of correct output of targeted linguistic items, with the output sometimes being limited to a single writing task. Through the use of an interpretive paradigm and a socio-culturally informed theoretical framework, this case study examines language development reflected by progression within the language learners’ zone of proximal development (ZPD), generated via the provision of direct WCF. Retrospective interviews provide rich qualitative data that highlight the experiences of participants as they process three different types of WCF. This case study found that WCF was not able to generate any significant shifts towards self regulation within the participants’ ZPD, and thus learning generated via WCF was, at best, minimal. The need for learners to collaborate in order to co-construct their ZPDs during both the processing of WCF and construction stage of writing tasks was identified. Pedagogical implications for language teachers are discussed.

The effects of written corrective feedback

2019 ◽  
Vol 3 (1) ◽  
pp. 28-52 ◽  
Author(s):  
Khaled Karim ◽  
Hossein Nassaji
Keyword(s):  
Second Language ◽  
Error Correction ◽  
Corrective Feedback ◽  
Future Research ◽  
Essential Component ◽  
The Past ◽  
Written Corrective Feedback ◽  
Considerable Debate ◽  
L2 Learning ◽  
Key Issues

This paper presents a critical synthesis of research on written corrective feedback (WCF) and its effects on second language (L2) learning over the past four decades. WCF is an essential component of L2 teaching. However, whether WCF helps has been an issue of considerable debate in the literature. While many researchers have stressed its importance, some others have expressed doubt concerning its effectiveness. The controversy over the effectiveness of WCF was heightened when Truscott argued in 1996 that error correction is ineffective and harmful and others who strongly countered his argument that feedback is effective (e.g. Chandler 2003; Ferris 1999). This article provides an in-depth synthesis and analysis of this area of research, examining key issues and findings as well as the various contentions and concerns raised regarding the effects of WCF. The article concludes with implications for future research and with insights about how to move forwards.

scholarly journals Toward a Motivation-Regulated Learner Engagement WCF Model of L2 Writing Performance

SAGE Open ◽  
2021 ◽  
Vol 11 (2) ◽  
pp. 215824402110231
Author(s):  
Jui-Jung Tsao ◽  
Wen-Ta Tseng ◽  
Tsung-Yuan Hsiao ◽  
Chaochang Wang ◽  
Andy Xuesong Gao
Keyword(s):  
Structural Equation ◽  
Corrective Feedback ◽  
Equation Modeling ◽  
Ideal Self ◽  
Learner Engagement ◽  
Writing Performance ◽  
Written Corrective Feedback ◽  
Self Image ◽  
Research Findings ◽  
Writing Scores

Research has shown that the effectiveness of written corrective feedback (WCF) on writing performance depends on learners’ engagement with WCF and its associated motivational state. However, little research has examined the inner causal relationships between motivation, learner engagement with WCF, and writing performance. The current study fills the void in the existing literature by taking a structural equation modeling approach as the methodological framework. Two independent Chinese undergraduate samples partook in the pilot and formal phases of the study. The results showed that cultivation of an ideal self-image significantly promoted both intrinsic and extrinsic motivations and enhanced learners’ engagement with WCF, but ought-to self-image was found to have no such effects. Furthermore, both intrinsic motivation and learner engagement with WCF could directly influence writing scores, with the latter being more explanatory than the former. The implications of the research findings are provided and discussed.

Sign in / Sign up

Export Citation Format

Share Document