Corrective Feedback Group Research Articles

THE EFFECTS OF DIRECT AND INDIRECT WRITTEN CORRECTIVE FEEDBACK ON FRENCH WRITING SKILLS: A COMPARATIVE STUDY

Written corrective feedback (WCF) in second-language writing studies has been conducted over the last two decades to investigate whether it has a positive or negative impact on students' writing skills. Teachers can use direct WCF or indirect WCF strategies to provide this feedback. However, conflicting views still exist on which WCF strategy is most effective in improving second language writing skills. This study aims to examine the effects of implementing direct and indirect written corrective feedback on the enhancement of French writing skills. The research employed a quantitative approach utilizing a static-group pre-test and post-test design. The participants in this study consisted of fifty-six students enrolled in the French Language Education Study Program at a public university in Bandung, Indonesia. They were divided into two experimental groups, referred to as the direct and indirect written corrective feedback groups. They were assessed through a writing test for French narrative texts. The collected data were analyzed using SPSS, employing normality and homogeneity tests, as well as the N-Gain test and Mann-Whitney U test which aimed to determine the average differences and their significance. The findings indicated that the direct written corrective feedback group exhibited a significantly greater improvement (N-Gain score: 0.3229) compared to the indirect written corrective feedback group (N-Gain score: 0.1174). Nonetheless, the statistical analysis utilizing the Mann-Whitney U test found no significant difference in the N-Gain scores between the two WCF classes (p0.05). The results of this research are expected to contribute to second language writing studies and provide insights for teachers in teaching writing in French as a foreign language.

Promoting accuracy of collocation use in L2 writing: the role of data-driven learning in indirect corrective feedback

This study investigates the value of integrating data-driven learning (DDL) into indirect corrective feedback (CF) as a revising tool, with a focus on promoting accuracy in using collocations in the second language (L2). A cohort of 118 participants was divided into three groups, namely the indirect CF group supported by DDL, the indirect CF group supported by a dictionary, and the no-CF control group. The experiment ran for 16 wk, and during this time, the DDL and dictionary groups wrote 15 argumentative essays, received indirect feedback on collocation errors, and revised their errors with the help of a corpus or dictionary. The control group carried out the same 15 essay tasks without CF. All groups undertook a pretest, posttest, and delayed posttest. The results revealed that DDL coupled with indirect feedback was effective in promoting accuracy in collocation use over a sustained period of time. Additionally, the study found that corpus queries were superior to dictionaries in resolving collocation errors and reducing error rates. The findings suggest that using DDL in combination with indirect feedback is an effective tool for resolving L2 collocation errors.

Is seeing believing?

Abstract This study compares the effects of visual and oral corrective feedback (CF) on L2 pronunciation development. While many studies have investigated the effects of oral CF for various types of L2 learner productions (Li, 2010; Mackey & Goo, 2007), research in visual biofeedback is still developing (Antolík et al., 2019; Gick, et al., 2008). In this study, 21 Japanese learners of English were divided into two groups: an oral CF group and a visual (ultrasound) CF group where participants received either oral or visual feedback on task-essential pronunciations of English /l/ and /r/ after induced communication breakdowns in task-based interactions. Development, determined by accuracy ratings of /l/ and /r/ productions and comprehensibly ratings of phrases from reading passages by naïve raters, was examined pre and post participation in task-based interactions. Introspective reports in the form of stimulated recall interviews assessed learners’ noticing of visual and oral CF and provided qualitative evaluations of the utility of ultrasound imaging for improving pronunciation. Findings uncovered gains for the group who received biofeedback using ultrasound on a story reading task, but not a word list task, when compared with learners who only received oral CF. The training was positively received by participants with those in the ultrasound group finding use of the ultrasound motivating and useful for their production of /r/ and /l/.

The Effect of Corrective and Encouraging Accumulated Vibrotactile Feedback on Work Technique Training and Motivation-A Pilot Study.

Encouraging feedback is shown to increase motivation and facilitate learning in different settings, though there is a lack of knowledge of applying it in work technique training. This pilot study aimed to evaluate two accumulated vibrotactile feedback strategies for work technique training using a smart workwear system. Eight women and two men participated in the study. They were divided into two groups, receiving the corrective feedback or the combined corrective and encouraging feedback while doing simulated manual handling tasks in a lab environment. Questionnaires and semi-structured interviews were used to evaluate the motivation, learning, and user experiences. In this small sample size, we saw that both groups significantly improved their work technique of upper arm and trunk postures, and no significant difference between groups was seen. In addition, both groups reported increased ergonomic awareness, were satisfied with the feedback training, and considered the system useful. However, the combined feedback group had slightly lower ratings of motivation and more negative experiences of the corrective feedback itself compared to the corrective feedback group. Both groups had positive experiences with the encouraging feedback. Future research should consider investigating the long-term learning effects of using solely corrective or encouraging accumulated feedback for work technique training with such systems.

The effects of distributed versus massed corrective feedback on the acquisition of Spanish differential object marking

AbstractThis study compares the effects of distributed versus massed corrective feedback (CF) on Spanish differential object marking (DOM). Forty‐eight Spanish learners completed three communicative tasks with a researcher on three consecutive days, one task per day. Partial recasts were used to reformulate DOM errors. The distributed group (n = 16) received feedback in all three tasks. The massed group (n = 16) received feedback in the last task. The control group (n = 16) received no feedback. The total amount of CF provided to the two CF groups was controlled. Learners completed oral production and grammaticality judgment pre, post, and delayed posttests. Results showed that the massed group scored significantly higher than the control group across test types and times. However, the distributed group scored significantly higher than the control group only on the immediate and delayed oral production tests. We argue that the temporal contiguity, intensity, and consistency of feedback instances in the massed condition might be responsible for the relative superiority of the massed CF.

The associations between foreign language anxiety and the effectiveness of immediate and delayed corrective feedback

AbstractThis article reports on a study exploring the associations between foreign language anxiety and the effectiveness of immediate and delayed corrective feedback (CF) in the acquisition of the English past tense. One hundred and two middle school English as a foreign language (EFL) learners responded to the Foreign Language Classroom Anxiety Scale for the purpose of gauging their foreign language anxiety. They were then assigned to three conditions: Immediate CF, Delayed CF, and Task Only. The three groups performed six communicative tasks in three treatment sessions, two in each session, which aimed to elicit the learners' use of the English past tense. The Immediate and Delayed CF groups received CF treatments during task performance in the first and final treatment sessions, respectively, and the Task Only group performed the learning tasks without receiving any CF treatment. The results showed that anxiety was a significant predictor of Delayed CF but not Immediate CF and Task Only. Drawing on attentional control theory, we interpret the results as suggesting that the debilitative impact of anxiety on L2 learning is triggered by a heavier processing burden delayed CF imposes on learners' cognitive resources.

THE EFFECT OF DIRECT AND INDIRECT CORRECTIVE FEEDBACK TYPES ON L2 WRITING ACHIEVEMENT AND EFL LEARNERS’ VIEWS ON THESE FEEDBACK TYPES

The present study was conducted to investigate the effect of direct and indirect corrective feedback types on a group of EFL learners’ writing achievement. It also aimed at investigating their views on these feedback types. The participants of the present study included 40 preparatory school students studying English at a state university in Turkey. The writing instructor, also the researcher of the current study, provided the participants with both direct and indirect corrective written feedback types which were investigated in this study. The study adopted a pretest - posttest design to measure the effects of direct and indirect CF types. The overall findings of the current study revealed that the participants who were provided with direct corrective feedback attained higher test scores compared to the indirect corrective feedback group participants. The participants also mentioned a number of benefits for the feedback types they received during their writing courses.

Corrective feedback, individual differences in working memory, and L2 development.

The present study investigated the differential effects of explicit corrections, meta-linguistic corrective feedback (CF), and analogy-based CF on L2 learners' acquisition of English third-person singular form -s and whether and how individual differences in working memory (WM) mediate such effects. One hundred secondary school English-as-a-foreign-language (EFL) learners at a junior middle school in inland China were randomly assigned to the explicit correction group (EG), the meta-linguistic CF group (MG), the analogy-based CF group (AG), and the control group (CG). Learners performed both an information-gap activity and a picture-description activity where their errors on target structure were treated according to their group assignment. The Untimed Grammatical Judgement Test (UGJT) and the Elicited Oral Production Test (EOPT) were used to measure learners' resulting performance. Learners' WM was measured with operation span test. Results revealed that (1) compared to the control group, all the CF groups significantly improved their performance of English third-person singular form -s over time; (2) explicit corrections and meta-linguistic CF displayed superior advantages over analogy-based CF on the immediate posttest. However, the three CF groups demonstrated no significant difference in their performance of English third-person singular form -s on the delayed posttest; (3) WM was only able to predict the effects of analogy-based CF but not explicit corrections and meta-linguistic CF; and (4) analogy-based CF was more favorable to learners with higher WM who can regulate their limited attentional resources more efficiently, whereas explicit corrections and meta-linguistic CF equalize learning opportunities for all learners with different levels of WM. The findings of this study suggest optimal, profile-matched pedagogical options for L2 learning through identifying CF conditions that cater to the needs of young learners with different levels of WM.

Comparative analysis of written corrective feedback strategies: a linear growth modeling approach

Abstract The purpose of this study was to examine the development of English article accuracy in second language writing following direct or indirect corrective feedback (CF). Participants were 56 middle-school-aged learners of English nested within four classrooms who were studying for the writing portion of the Secondary School Admission Test. In this longitudinal analysis, each student completed four essays, with a weekly gap between each assignment. On the measures of writing accuracy, adolescent students in the direct CF group demonstrated increasing trajectories of accuracy with English article usage compared to the indirect CF group. Additionally, there was a significant difference in improvement by proficiency level: for lower proficiency learners, but not higher proficiency learners, both indirect and direct corrective feedback resulted in improvement in English article accuracy. The findings suggest that CF treatments designed to enhance a learner’s accuracy can be influenced by the learner’s existing proficiency, at least among adolescents.

THE ASSOCIATIONS BETWEEN IMPLICIT AND EXPLICIT LANGUAGE APTITUDE AND THE EFFECTS OF THE TIMING OF CORRECTIVE FEEDBACK

AbstractThis study examines the associations between implicit and explicit language aptitude and the effects of the timing of corrective feedback (CF). A total of 112 seventh-grade EFL learners were assigned to three groups: Immediate CF, Delayed CF, and Task Only. The three groups underwent three treatment sessions during which they performed six focused communicative tasks eliciting the use of the English past tense. The Immediate and Delayed CF groups received CF treatments in the first and final sessions, respectively, and the Task Only group performed the communicative tasks without receiving any feedback. Treatment effects were measured through an untimed grammaticality judgment test and an elicited imitation test. Implicit language aptitude was operationalized as procedural memory and explicit language aptitude as working memory and declarative memory. Multiple regression analysis showed that procedural memory was significantly predictive of the effectiveness of Immediate CF, declarative memory was significantly associated with Delayed CF and Task Only, and working memory was a significant predictor of Immediate CF and Delayed CF. The results were interpreted by consulting the methodological features of the treatments and the mechanisms of the three cognitive abilities.

Direct and Indirect Feedback in the L2 English Development of Writing Skills

The present study examines the role that feedback plays on the development of second language (L2) English learners’ writing accuracy over time. Earlier formal accounts and empirical works have focused on the relevance of corrective feedback (CF) in L2 writing learning (Ellis et al., 2008; Sheen, 2007), and what kind of CF (i.e. direct or indirect) has proved to be the most effective one, especially at low L2 levels (García Mayo and Labandibar, 2017; Ismail et al., 2008). We have analyzed 3 pieces of writing produced by 8 L2 English participants (aged 11 to 12). The participants were randomly divided into two groups, one of them received direct CF on their written tasks and the other group was exposed to indirect CF. Results revealed that both groups seemed to improve their mean scores from the pre-task to the post-task, regardless of the type of CF implemented. However, the direct CF group has proven to benefit more from teacher’s written CF, when compared to the indirect CF group. This is especially the case in the development of grammar accuracy.

An Examination of Corrective, Reflective, and Rule-based Feedback in Chinese Classifier Acquisition in a CALL Environment

To facilitate effective learning in a computer-assisted language learning (CALL) environment, it is essential for the system to aid learners to not only pinpoint correct answers, but also identify the right process of learning so as to efficiently overcome various levels of difficulty with optimized practicing items. This study investigates how and to what extent different types of feedback from the CALL system may promote the grammatical knowledge learning for L2 learners of Chinese. Students in the Elementary Chinese program at the Carnegie Mellon University participated in the experiment of the computer assisted language tutoring for learning Chinese classifiers. Three kinds of feedback, namely corrective feedback, reflective feedback, and rule-based feedback, were designed and the relative effectiveness of each on the learning of the planned grammatical knowledge was assessed with pre and posttests. The results show that participants in the rule-based feedback group surpassed those in reflective and corrective feedback groups in an immediate posttest, but participants in the reflective feedback group outperformed the other two groups in a two-week delayed posttest. It is concluded that reflective feedback can more effectively promote self-explanation and memory retention in Chinese classifier acquisition in a CALL environment. The findings provide important insights for the construction of a dynamic, interactive Chinese learning courseware with adequate task design and optimal feedbacks.

THE EFFECTS OF IMMEDIATE AND DELAYED CORRECTIVE FEEDBACK ON L2 DEVELOPMENT

AbstractThis article reports on a study exploring the differential effects of immediate and delayed corrective feedback (CF) on the acquisition of the English past tense. One hundred and forty-five seventh-grade EFL learners were assigned to four groups: Immediate CF, Delayed CF, Task Only, and Control. Each experimental group performed six focused communicative tasks, two each in three treatment sessions, eliciting the use of the English past tense. The Immediate CF group received feedback on their erroneous use of the target structure in the first session, the Delayed CF group received feedback in the final session, and the Task Only group performed the communicative tasks without receiving any feedback. The Control group only took the achievement tests. The effects of the feedback treatments were measured through an untimed grammaticality judgment test and an elicited imitation test. Mixed-effects analyses examining the influence of both fixed and random factors demonstrated that immediate CF was more facilitative of L2 development than delayed CF. The results suggest the importance of addressing linguistic errors before they are proceduralized in the interlanguage.

The associations between individual differences in working memory and the effectiveness of immediate and delayed corrective feedback

AbstractThis paper reports on a study investigating the role of working memory in predicting L2 development under immediate and delayed corrective feedback (CF) conditions. A total of 106 seventh-grade EFL learners were assigned to three groups: Immediate CF, Delayed CF, and Task Only. Each group underwent three treatment sessions during which they performed six focused communicative tasks – two in each session – involving the use of the English past tense. The Immediate CF group received feedback on their erroneous use of the target structure during their task performance in Session 1; the Delayed CF group did not receive feedback until the final treatment session; and the Task Only group performed the communicative tasks without receiving any feedback. Treatment effects were measured through a grammaticality judgement test and an elicited imitation test. Working memory was measured by means of an operation span test. The results revealed that working memory was a significant predictor only of the effects of delayed CF, not those of immediate CF or task only. The findings suggest that delayed CF may have imposed a heavier processing burden on the learners’ working memory due to the need to match the delayed feedback with the errors in their procedural knowledge manifested in previous sessions. Based on the results of this and other empirical studies, the authors argue for the superiority of immediate feedback over delayed feedback.

Focus on form options in second language pronunciation instruction: The case of lexical stress

Pronunciation instruction has historically been notorious for its intense reliance on repetition practice and mechanical drilling across most foreign and second language settings. However, research indicates that form‐focused instruction can be substantially beneficial to the development of phonological skills (Saito, 2012). The current quasi‐experimental study builds on this strand of research by measuring the impact of focus on form (FonF) on English as a foreign language learners’ retention of English word stress patterns, drawing mainly upon the so‐called macro‐options introduced by Ellis (e.g., 2008). Eight intact classes (N = 129), randomly assigned to four groups (output, input‐enhancement, corrective feedback, and control) were subjected to a series of mini‐lessons orchestrated by the researchers over an 8‐week period. The learners’ short‐ and long‐term phonological uptake was assessed by immediate and delayed word‐reading tests, respectively. The results indicate that the output‐oriented group outperformed the others on the immediate posttest, whereas the input‐enhancement group outdid the corrective feedback group. However, none of the three FonF options had a significant durable impact. The findings imply that production‐based instruction must be given a high priority in the domain of teaching suprasegmental features, not least lexical stress. Furthermore, phonologically overloading learners during each instructional period is not recommended.

The impact of peer corrective feedback on vocabulary development

AbstractThis study explored whether form‐focused instruction (FFI) and peer corrective feedback (CF) facilitated vocabulary development during peer interaction (PI). Third‐semester learners of German were assigned to a PI group (peer interaction only), PI FFI group (peer interaction and form‐focused instruction), or PI FFI CF group (peer interaction, form‐focused instruction, and peer corrective feedback). Participants in all groups engaged in peer interaction activities, but only the PI FFI group and the PI FFI CF group received form‐focused vocabulary instruction on German nouns, along with their grammatical genders and plural forms. Only the PI FFI CF group was taught to provide feedback to peers during peer interaction. Results from a pretest and two posttests revealed that both experimental groups outperformed the control group on measures of productive and receptive vocabulary, grammatical genders, and noun plurals. In addition, the PI FFI CF group outperformed the PI FFI group on measures of productive and receptive vocabulary. These results highlight the importance of metacognitive instruction for vocabulary development during peer interaction.

The effect of feedback timing on L2 Spanish vocabulary acquisition in synchronous computer-mediated communication

The benefits of corrective feedback (CF) for second language (L2) learning are empirically attested, and multiple factors mediating CF effectiveness have been investigated. However, the timing of oral CF has received less attention given most research examines corrections provided immediately after an error. Delayed CF also warrants investigation; it occurs naturally in L2 classrooms and may be an appealing alternative in online learning contexts. Existing CF timing research shows either no significant differences between immediate and delayed CF, or advantages for immediate CF. To elucidate mixed findings, more CF timing studies are needed, especially those considering the effects of factors such as CF type, linguistic target and communication mode. Regarding communication mode, the effect of CF timing on errors made during text-based synchronous computer-mediated communication (SCMC), for instance, has received less attention. Examining text-based SCMC is important given its empirically attested benefits for L2 learning, and in some cases its advantage over face-to-face interaction for fostering CF effectiveness. Investigating the role of CF timing on errors made in text-based SCMC will contribute to efforts to maximize CF effectiveness in online learning environments, which are becoming increasingly common. In this study, 30 third-year learners of Spanish as a foreign language completed a one-way information-gap task with an interlocutor using Skype text-chat. On vocabulary errors, learners received either immediate or delayed error repetition plus recast, or no CF. Results revealed both CF groups significantly outperformed the comparison group on an oral picture description task, with no significant differences between immediate and delayed CF. Results may be due to the salience of the CF modality, type, and target.

The Role of Written Corrective Feedback in Improving Kurdish EFL University Students’ Writing

There has been a long debate about the effect of written corrective feedback (WCF) on improving L2 learners’ linguistic accuracy in writing. Some scholars question the effectiveness of WCF on improving EFL/ESL learners’ linguistic accuracy. However, other researchers argue for the value WCF to the improvement of L2 learners’ writing performance. The current paper conducts an experiment aiming to investigate whether or what type of WCF has any short- and long-terms effects on improving learners’ linguistic accuracy in writing. The study includes 105 third-year-undergraduate EFL students from the English Department in Iraqi Kurdistan Region’s two public universities. The subjects were divided into two main groups: treatment and control. The former was assigned as no corrective feedback group that was merely provided with comments on writing content, and the latter was subdivided into two experimental groups that received either indirect or direct WCF. Data was collected from learner’s essays, tests (pretest, posttest and delayed posttest) and treatments (giving WCF). Over a study period of eight weeks, the present research found out statistically significant differences between the writing accuracy of the treatment groups and the control group. The results of this study have some recommendations for future studies and pedagogical implications.

On the Differential Effects of Individual and Collaborative Written Corrective Feedback on the Accuracy of Iranian Female EFL Learners’ Writing

This paper aimed at examining the differential effects of individual and collaborative written corrective feedbacks on EFL learners’ writing accuracy. To this end, 60 female English language learners were selected from among 80 students of intermediate EFL learners in private language institute in Urmia (West Azerbayjan, IRI). The participants were randomly divided into two groups namely, ‘individual feedback group’ and ‘collaborative feedback group’. Two different correction procedures were provided for both groups. For the first group, the assignment papers of the participants was gathered by the instructor in order to be provided with explicit written corrective feedback for their writings in terms of grammar and mechanics, while for the second group, six participants wrote on a topic and each composition was corrected by four EFL learners. Finally, a post-test on writing was conducted for both groups, and a t-test analysis was used to compare the mean scores of both groups. The findings of the study revealed that there was a significant difference between the individual and collaborative corrective feedback groups in terms of their writing accuracy.

Effects of corrective feedback on receptive skills in non-native contrasts: A training study in Taiwan Southern Min

The benefits of corrective feedback (CF) have been proposed in numerous L2 speech perception training studies, concerning that it provides learners with opportunities to retrieve, restructure, and consolidate their phonological representations. Moreover, different types of CF have been investigated considering that different effects will be triggered owing to involving different types of cognitive processes. This study examines the role of different types of CF in receptive skill, focusing on voiceless-voiced contrasts in Taiwan Southern Min, which is absent in Mandarin. Native speakers of Taiwan Mandarin who are also non-native listeners of Taiwan Southern Min are randomly assigned to three groups with different types of CF: Target, Non-target, and Combination of target and non-target. Preliminary results showed that among the three CF groups, identification accuracy significantly improved when participants are provided with combination CF. More generally, the results suggest that corrective feedback can play an influential role in identifying phonemic contrasts that may not occur in listeners’ native language. The benefits of corrective feedback (CF) have been proposed in numerous L2 speech perception training studies, concerning that it provides learners with opportunities to retrieve, restructure, and consolidate their phonological representations. Moreover, different types of CF have been investigated considering that different effects will be triggered owing to involving different types of cognitive processes. This study examines the role of different types of CF in receptive skill, focusing on voiceless-voiced contrasts in Taiwan Southern Min, which is absent in Mandarin. Native speakers of Taiwan Mandarin who are also non-native listeners of Taiwan Southern Min are randomly assigned to three groups with different types of CF: Target, Non-target, and Combination of target and non-target. Preliminary results showed that among the three CF groups, identification accuracy significantly improved when participants are provided with combination CF. More generally, the results suggest that corrective feedback can...