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.

The Combination of Two Approaches in Investigating the Effect of Written Corrective Feedback for L2 Development

2018 ◽  
pp. 70-93
Keyword(s):  
Experimental Study ◽  
Research Design ◽  
Corrective Feedback ◽  
Combined Approach ◽  
Written Corrective Feedback ◽  
L2 Development ◽  
Post Test ◽  
Quasi Experimental ◽  
Improved Accuracy ◽  
Accuracy Rates

This chapter proposes a combined approach in investigating the effect of written CF for L2 development. This research design includes a quasi-experimental study in which participants are given four writing tasks, at the pre-test, immediate post-test, delayed post-test 1, and delayed post-test 2. The written texts are marked and accuracy rates are calculated so that the changes in accuracy in the post-tests can be tracked. Then the participants who do not show improved accuracy in the immediate post-test are invited to participate in a one-on-one conference in which scaffolded written CF is provided. This way, not only can the improved accuracy of a group of participants be used to prove the effectiveness of written CF, but the individuals who do not show improved accuracy but do not make the same mistake in the post-test can also prove that written CF is not ineffective.

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 effects of corrective feedback with and without revision on enhancing L2 pragmatic performance

2019 ◽  
Vol 1 (1) ◽  
pp. 1-25
Author(s):  
Nguyen Thi Thuy Minh ◽  
Do Thi Thanh Ha ◽  
Pham Thi Thanh Thuy ◽  
Nguyen Tuan Anh
Keyword(s):  
Corrective Feedback ◽  
Clear Cut ◽  
The Third ◽  
Written Corrective Feedback ◽  
Completion Task ◽  
Post Test ◽  
Pragmatic Knowledge ◽  
Positive Effect ◽  
Experimental Group ◽  
Pragmatic Performance

Abstract This study investigated the efficacy of different feedback conditions in developing accurate and fluent production of L2 English email requests. Sixty-nine intermediate-level Vietnamese EFL university students were randomly assigned to one control and three experimental groups. All the four groups received three hours of explicit metapragmatic instruction on email requests, but only the experimental groups received written corrective feedback on their pragmatic production. One experimental group received feedback without opportunity for revision. Another experimental group received one cycle of feedback and revision, and the third group two cycles of feedback and revision. Results of a Discourse Completion Task (DCT) pre-test, immediate post-test, and delayed post-test indicated that the combination of instruction and feedback had a positive effect on the accuracy of learners’ pragmatic performance. However, no clear-cut evidence for the effect of revision on the fluency of learners’ pragmatic performance was found in the study. The findings highlight the effectiveness of corrective feedback and revision in consolidating emergent L2 pragmatic knowledge, but further research is needed to understand how much revision is sufficient to facilitate fluency development.

Introduction to Written Corrective Feedback for L2 Development

2018 ◽  
pp. 1-11
Keyword(s):  
Information Processing ◽  
Corrective Feedback ◽  
Theoretical Frameworks ◽  
Written Corrective Feedback ◽  
L2 Development ◽  
Research Findings ◽  
Three Stages

In this chapter, written CF is defined, and then how written CF can contribute to each of the three stages of L2 development is presented. By comparing corrective feedback in a written context to an oral context, the conclusion is made that written context is a better platform for L2 development. After presenting the underpinning theoretical frameworks, including information processing theories and socio-cultural theories, this chapter provides the research findings up to date to prove the effectiveness of written CF provided in both of the approaches. Last but not the least, this chapter highlights the questions remained in this field, which justifies the necessity and importance of further written CF research.

scholarly journals The Effects of Digitally Mediated Multimodal Indirect Feedback on Narrations in L2 Spanish Writing: Eye Tracking as a Measure of Noticing

Languages ◽  
2021 ◽  
Vol 6 (4) ◽  
pp. 159
Author(s):  
Laura E. Valentin-Rivera ◽  
Li Yang
Keyword(s):  
Eye Tracking ◽  
Corrective Feedback ◽  
Target Language ◽  
Eye Tracker ◽  
Revision Process ◽  
Video Tutorial ◽  
Written Corrective Feedback ◽  
L2 Development ◽  
Indirect Feedback ◽  
The Impact

Written corrective feedback (CF) could pave the way for L2 development, especially when embedded in multimodality. Building on prior research, this descriptive study drew a relationship between specific types of errors that were most successfully revised and noticing measured by eye-tracking techniques. Additionally, this study furthers our understanding of the impact of indirect CF (i.e., codes accompanied by metalinguistic hints) delivered by two multimodal components: (a) a video tutorial on how to approach teachers’ comments and (b) a soundless video displaying individualized teacher feedback. To this end, three L2 learners of Spanish completed a narration in the target language, watched a tutorial on attending to CF, received indirect feedback via the personalized soundless video (i.e., option “b” above), and corrected their errors. An eye tracker recorded all ocular activity while the participants watched both recordings. The results suggested that receiving training on approaching teachers’ comments may enhance the overall success rate of revisions, especially in verb and vocabulary-related errors. Last, a detailed unfolding of the revision process unveiled by eye-tracking data accounted for (1) an explanation of why two specific types of errors were more successfully revised and (2) some pedagogical recommendations.

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.

Are think-alouds reactive? Evidence from an L2 written corrective feedback study

2020 ◽  
pp. 136216882096716
Author(s):  
Bo-Ram Suh
Keyword(s):  
Second Language ◽  
Second Language Acquisition ◽  
Cognitive Processing ◽  
Corrective Feedback ◽  
L2 Writing ◽  
Think Aloud ◽  
Thinking Aloud ◽  
Written Corrective Feedback ◽  
Think Alouds ◽  
L2 Development

The use of concurrent data elicitation procedures (e.g. think-alouds, eye-tracking, response time) to investigate learners’ cognitive processing and processes is becoming more prominent in research designs as researchers seek to acquire a better understanding of how second language (L2) learners process L2 data (e.g. Martin et al., 2019; Rogers, 2019; Thinglum, 2019; for more recent studies employing concurrent procedures, see Leow, 2019). At the same time, an increasing number of studies have empirically investigated the reactivity of think-aloud protocols in second language acquisition (e.g. Medina, 2019; Morgan-Short et al., 2012). While the studies that have addressed the reactivity issue have yielded mixed findings, only a few studies (e.g. Adrada-Rafael & Filgueras-Gómez, 2019; Sachs & Polio, 2007) have addressed the written mode, particularly in the context of L2 writing that incorporates feedback. As part of a larger study of written corrective feedback, the present study investigates the possible reactive effects of think-alouds during exposure to written corrective feedback, which was provided on learners’ L2 writing, on their L2 development. Fifty-nine Korean university learners of English as a foreign language, randomly assigned to either a think-aloud or to a non-think-aloud (silent control) condition, participated in the study. L2 development was measured by a written story-retelling task and a multiple-choice receptive test. Results showed that thinking aloud while processing written corrective feedback during three feedback sessions did not affect learners’ development of receptive knowledge and their ability to produce the target structure in a new piece of writing when compared to a non-think-aloud condition.

Written corrective feedback from sociocultural theoretical perspectives: A research agenda

2018 ◽  
Vol 51 (2) ◽  
pp. 262-277 ◽  
Author(s):  
Neomy Storch
Keyword(s):  
Corrective Feedback ◽  
Zone Of Proximal Development ◽  
Future Research ◽  
Small Scale ◽  
Individual Factors ◽  
Proximal Development ◽  
The Third ◽  
Written Corrective Feedback ◽  
Theoretical Perspectives ◽  
Automated Feedback

Using key constructs from sociocultural theory and activity theory, this paper outlines three broad areas of future research on written corrective feedback (WCF) that may be of interest to second language (L2) researchers and practitioners. The first area uses the constructs of the Zone of Proximal Development (ZPD) and scaffolding to assess the nature and appropriateness of the feedback provided. The second area uses the construct of tools and considers learners’ responses to the means used to provide WCF, including automated feedback. The third, and perhaps most important area, views WCF as an activity, and examines context-related and individual factors that impact on the provision and response to WCF. The paper provides concrete examples of small-scale longitudinal studies in each of these areas, including recommendations as to the kind of data and measures to employ.

Sign in / Sign up

Export Citation Format

Share Document