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 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 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.

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 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.

scholarly journals The effectiveness of training given to nurses for reducing ventilator-associated pneumonia in intensive care patients

2019 ◽  
Vol 2 (2) ◽  
pp. 36-45
Author(s):  
Hatice Oner Cengiz ◽  
Nevin Kanan
Keyword(s):  
Intensive Care ◽  
Knowledge Score ◽  
Control Group ◽  
Study Group ◽  
Test Model ◽  
Ventilator Associated Pneumonia ◽  
Post Test ◽  
Quasi Experimental ◽  
The Difference ◽  
Effectiveness Of Training

Purpose The aim of this study it to determine the effect of training intensive care unit (ICU) nurses in reducing ventilator-associated pneumonia (VAP). Materials and methods A quasi-experimental (single group, pre-test–post-test) model was used. The study was conducted in 2015, in nine adult ICUs in Istanbul, where we observed the VAP rate and trained study group nurses. Sixty nurses were given two VAP training sessions (averaging 45 min each) at intervals of 6 months. Forty-nine nurses were in the control group. Data were collected with an Introductory Information Form, a VAP Information Test, and an Application Status of VAP Preventive/Reducing Initiatives Form. The incidences of VAP in 2014 and 2015 were also compared. Frequencies, percentages, means, standard deviations, t-tests, Wilcoxon tests, and χ2 tests were used to evaluate the data. The values of p less than .05 were considered significant. Results The mean-total-knowledge score increased significantly in the study group. The application of preventive/reducing initiatives also increased significantly in the study group, but in the last measurement, the difference between the groups was not statistically significant. The incidences of VAP decreased significantly in the study group. Conclusion The study showed that the VAP training given to intensive care nurses increased their knowledge level and decreased the incidence of VAP in their ICUs.

scholarly journals Effectiveness of Billig’s exercise in reducing primary dysmenorrhea among young girls

2020 ◽  
Vol 11 (SPL4) ◽  
pp. 66-69
Author(s):  
Mary Minolin T ◽  
Sivasakthi S ◽  
Subha E ◽  
Suganthi S
Keyword(s):  
Rating Scale ◽  
Control Group ◽  
Study Group ◽  
Pain Rating ◽  
Quantitative Methodology ◽  
Young Girls ◽  
Numerical Pain Rating Scale ◽  
Post Test ◽  
Quasi Experimental ◽  
Pain Rating Scale

Dysmenorrhea or agonising uterine cycle is one of the most common significant reasons for school non-attendance among young girls since it influences their scholarly presentation, school and sports exercises. Dysmenorrhea is the most well-known gynaecologic issue among youth girls, with a predominance of 60% to 93%. The examination planned for evaluating the adequacy of Billig's exercise in diminishing dysmenorrhea among young girls. A quantitative methodology with the quasi-experimental design was embraced for the investigation. Sixty young girls with age between 12-17 years were enlisted by convenient sampling. The pain was surveyed by Numerical pain rating scale from both study and control gathering, After the pretest, Billig's exercise was given to the study group on the day preceding period, day one and day two of uterine cycle, 5 — multiple times for 20 minutes every day. Following one month on next uterine cycle, Post-test was done to evaluate the degree of dysmenorrhoea among the two gatherings by utilizing the same numerical pain rating scale. The mean score of post-test pain level was 1.2 in the study group, and 2 in the control group and the determined 't' esteem was 5.03. This infers that there was a more critical distinction in the menstrual agony level after taking Billig's exercise among young girls of exploratory gathering. This examination unmistakably expresses that there is a critical impact of Billig's exercise in a decrease of agony during the monthly cycle among young girls.

scholarly journals L2 Learners’ Proficiency Development through Noticing Feedback

2015 ◽  
Vol 2 (5) ◽  
pp. 25
Author(s):  
Seyed Saber Alavi ◽  
Thomas Chow Voon Foo ◽  
Mansour Amini
Keyword(s):  
Learning Outcomes ◽  
Corrective Feedback ◽  
Past Tense ◽  
Control Group ◽  
The Past ◽  
Immediate Recall ◽  
Learner Beliefs ◽  
L2 Development ◽  
Post Test ◽  
Affective Consequences

This experimental study investigated the relationship between noticing of corrective feedback and L2 development considering the learners’ perspective on error correction. Specifically, it aimed to uncover the noticeability and effectiveness of recasts, prompts, a combination of the two, to determine a relationship between noticing of CF and learning of the past tense. The participants were four groups of college ESL learners (n = 40). Each group was assigned to a treatment condition, but the researcher taught the control group. CF was provided to learners in response to their mistakes in forming the past tense. While noticing of CF was assessed through immediate recall and questionnaire responses, learning outcomes were measured through picture description administered via pre-test, post-test, and delayed post-test design. Learner beliefs about CF were probed by means of a 40-item questionnaire. The results indicated that the noticeability of CF is dependent on the grammatical target it addresses and that the feedback techniques that push learners to self-correct alone or in combination with target exemplars are more effective in. In relation to the learning outcomes, the overall past tense accuracy increased more than that for questions, but there were no significant differences between the groups. Finally, in relation to the beliefs about CF, the participants’ responses centered on the importance of oral CF, recasts as CF technique, prompts as CF technique, and affective consequences of CF, two of which mediated the noticeability of the supplied CF, but none impacted the learning outcomes.

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 Impact of Skill Training Programme (STP) Regarding Postnatal Care of Mothers Who Underwent Lower Segment Caesarean Section on Competencies among Students: A Quasi-Experimental Study

2021 ◽  
pp. 88-98
Author(s):  
Banapriya Sahoo ◽  
Akoijam Mamata Devi ◽  
Haobijam Madhubala Devi
Keyword(s):  
Caesarean Section ◽  
Postnatal Care ◽  
Skill Training ◽  
Training Programme ◽  
Student Nurse ◽  
Control Group ◽  
Study Group ◽  
Lower Section ◽  
Post Test ◽  
Quasi Experimental

Background:  In the twenty-first century, Caesarean section is the most frequent operation in obstetrics. Throughout the twentieth century, Caesarean sections have proven to be one of the most efficient abdominal procedures. Over the last three decades, the number of caesarean sections has risen considerably. Around the world, the number of caesarean sections performed is on the rise. From 2003 to 2018, it is more than doubled, reaching a peak of 21% and is growing at a rate of 4% every year. Today’s student nurse will become future nurse, so it’s vital create them competent while providing care to the mothers after lower section caesarean section. Objective: To assess current competencies among students on postnatal care of mothers who underwent lower section caesarean section in study group , to assess the impact of the skill training programme on the competencies of students in focused group & to find out the association between post-test competencies with the demographic variables of students of study group. Methods and Materials: The quasi-experimental with non-equivalent pre-test post-test design study was conducted on 30 students in each of experimental and control group by convenient sampling technique in two nursing institutions at Gurugram, Haryana. Results: Experimental group subjects enhanced the level of knowledge from 11.6 to 17.8 and their skill from 11.7 to 35.5 after implementing the skilled training programme, while the control group showed no improvement. There is a statistically significant transformation between the pre-test and post-test scores. Paired sample ‘t’ test was used to observe differences between pre and post-test mean scores. Students with prior knowledge were more competent, which is statistically noteworthy with a P value of < 0.001. Age, sex, religion, parents' education, and home location are not significant demographic characteristics. The Pearson chi square test was used to determine statistical significance. Conclusion: Skill training not only enhance knowledge in a specific field, but then also clarifies students how to network, accomplish to timeline, and connect efficiently with people. A competent student nurse can become a competent staff nurse by developing skill through effecting skill training program during study period.

scholarly journals Language Trajectory through Corrective Feedback

2016 ◽  
Vol 3 (4) ◽  
pp. 7
Author(s):  
S. Saber Alavi ◽  
Mansour Amini
Keyword(s):  
Corrective Feedback ◽  
Control Group ◽  
Treatment Groups ◽  
Treatment Conditions ◽  
L2 Development ◽  
Post Test ◽  
Quasi Experimental ◽  
Third Person ◽  
Potential Benefits ◽  
Feedback Techniques

This quasi-experimental study was designed to investigate the effects of corrective feedback on SLA/EFL to determine the potential benefits of two different corrective feedback techniques, namely recasts and elicitation. The research hypotheses were: 1) Learners who are exposed to interactive focused task that requires CR will benefit more than those who are exposed to communicative activities only; 2) Elicitation will be more effective than recasts in leading to L2 development; Three intensive EFL classes in a language center in Songkhla province, Thailand were selected to participate in the study. Based on the study design, two class were assigned to the treatment conditions elicitation group and recasts group and the third was used as a control group. The treatment took place over a period of 9 meetings focusing on teaching third person singular –s morpheme and the provision of CF where it was necessary. The participants' knowledge of the intended syntantic point was tested before treatment and post tested after receiving the treatment. A multiple choice and focused-cloze reading grammar test was used in the pre-test and the post-test to evaluate the effects of the treatments on the learners' acquisition of third person singular morpheme. This classroom-based study showed that the two treatment groups benefited from CF strategies, but according to the study, elicitation group outperformed the recast one.

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