Research on the Role of Corrective Feedback in Teaching of Chinese as a Second Language: A Systematic Review and Meta-Analysis

Abstract

The study adopts a systematic review and metaanalysis approach to summarize the qualitative research on corrective feedback and to discuss the application and effect of corrective feedback under different conditions in Teaching Chinese as a Second Language in the classroom setting. Data mining was conducted from 2006 to 2020 based on the database of CNKI and Google Scholar and analyzed by a systematic review and meta-analysis. There are a total of 20 articles, 18 master's degree thesis and 2 journal papers were involved based on the selection criteria. The use distribution and correction effect of different feedback methods are integrated. The correlation of another five factors (error type, teaching link, language proficiency, research setting, individual factors of teachers and students) was established. Several conclusions were drawn: (a)Error types, teaching links, language proficiency and research setting will all affect the utilization rate and repair rate of corrective feedback, and their influence decreases successively. (b)The response rate and self-repair rate of implicit feedback are higher than that of explicit feedback. (c)Prompts (especially metalinguistic clues and elicitation) is most conducive to learners’ self-correction, so as to promote their Chinese acquisition. (d)The utilization rate of recast is the highest, but its repair rate is much lower. (e)The utilization rate of repetition is the lowest, but response and repair rate is high. (f)The feedback rate to clarification is high but the rate of correction is low. (g) Metalinguistic clues are most likely to trigger learners’ anxiety, while recast can effectively reduce anxiety.