Does one size fit all? The scope and type of error in direct feedback effectiveness

Abstract

Abstract This study is an attempt to investigate the scope and type of error in feedback effectiveness. This study consists of two experiments. One was conducted to investigate the feedback effects on a rule-based error type (i.e. subject–verb agreement errors) and the other was conducted to investigate the effects on a lexically-based error type (i.e. verb–noun collocation errors). In addition, the scope of error was investigated in both experiments. In terms of the rule-based error type, results for the immediate posttest writing task showed focused feedback to be effective for the narrowly defined subject–verb agreement errors (i.e. subject–verb agreement involving lexical verbs or copula be). In the delayed posttest writing task, the benefit still persisted for the narrowly defined subject–verb agreement errors. In terms of the lexically-based error type, results for the immediate posttest writing tasks showed focused feedback to be effective for the broadly defined verb–noun collocation errors (three or four collocation errors made and corrected in pretests). In the delayed posttest writing tasks, the benefit still persisted for the broadly defined verb–noun collocation errors broadly defined. These findings suggest that the notion of error type should influence the feedback effectiveness. Theoretical implications regarding the role of notice in the second language acquisition process were discussed based on the results obtained in this study.