Abstract
The role of interactional corrective feedback in second language assessment has attracted both teachers’ and second language researchers’ interest, as they are concerned with when corrective feedback can be implemented to assist second language acquisition. This quasi-experimental intervention study aims to investigate the impact of two corrective feedback types, namely recasts and metalinguistic feedback, and students’ proficiency in the acquisition of the Greek perfective past tense. The sample consists of ten adult beginners’ classes (n = 86 students) of the Modern Greek Language Teaching Center of the University of Athens. The classes were randomly assigned to three treatment conditions: (a) recast; (b) metalinguistic feedback; (c) no feedback and participated in form-focused production activities. A grammaticality judgment pretest and posttest were administrated to measure participants’ development on the explicit knowledge of perfective past tense morphology. After the treatment, participants were divided in the database into high and low beginner students based on their performance on a placement test administrated prior to the treatment. Results revealed that the groups that received corrective feedback outperformed the control group, while no statistical significance was found between the two treatment groups. Moreover, high-beginner learners benefited equally from both feedback types, whereas low-beginner learners benefited significantly from metalinguistic feedback.
Highlights
Received: 21 October 2021In the field of testing and assessment, formative assessment (FA) is often defined as a process of assessing learning, modifying teaching according to information gathered from teachers and students’ activities, and promoting learning with the aim of improving learners’ competence (Black and Dylan 1998; Turner 2012)
The results showed that learners at higher developmental levels of the target structure showed a greater increase in production of more advanced morphosyntactic structures, suggesting that the learners who are developmentally ready are more likely to internalize corrective recasts when it comes to advanced structures
The findings suggest that language proficiency may be an important factor in learning from implicit feedback, while it does not mediate the effects of explicit Corrective feedback (CF) to the same extent
Summary
In the field of testing and assessment, formative assessment (FA) is often defined as a process of assessing learning, modifying teaching according to information gathered from teachers and students’ activities, and promoting learning with the aim of improving learners’ competence (Black and Dylan 1998; Turner 2012). Inappropriate use of FA because of misunderstanding of the concept of FA seems to lead to limited learning opportunities and low-quality teaching. Corrective feedback (CF), in particular, has been defined as “any teacher behavior that attempts to inform the learner of the fact of error” Corrective feedback (CF), in particular, has been defined as “any teacher behavior that attempts to inform the learner of the fact of error” (Chaudron 1988, p. 150)
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