Effects Of Corrective Feedback Research Articles

Effect of Corrective Feedback on the Development of Vocabulary in the Acquisition of Second Language at Secondary Level

Effect of corrective feedback on the development of vocabulary in the acquisition of second language at secondary level was the main purpose of this study. The study utilized an experimental design, specifically a (pre-test post-test equivalent group design). Sample consisted of 30 students in each group, selected on their pre-test scores. Experimental group received corrective feedback during an eight-week period, while the control group followed the same lessons but with the conventional teaching. Results also indicated that application of corrective feedback strategy was beneficial for the vocabulary development of experimental group contrarily to control group. These findings implied that integrating ‘‘corrective feedback’’ a type of feedback in language teaching practices can effectively enhance students' language proficiency in public sector schools in Khyber Pakhtunkhwa. Therefore, the study recommends that language teachers in public sector schools in Khyber Pakhtunkhwa should adopt corrective feedback strategies into their teaching practices to improve their students' overall language proficiency, including vocabulary development.

Written corrective feedback in the lower secondary EFL classroom

For decades, scholarly debates have been concerned with the effect of corrective feedback (CF), both written and oral, on L2 language development. Much of the research that supports written corrective feedback (WCF) comes from short-term focused feedback studies, representing a type of feedback practice not necessarily applicable in classroom contexts. This has pointed to a need for more classroom research of authentic WCF and its effect on written learner language. Attempting to explore authentic classroom data longitudinally, this article presents a Norwegian case study of two English teachers’ WCF provided to three students during three years of lower secondary EFL instruction. The student texts are part of the TRAWL (Tracking Written Learner Language) corpus and were collected from obligatory mock exams. The texts came with teacher WCF as well as revised versions. Semi-structured interviews with the teachers provided information about the teachers’ practices and beliefs related to WCF. The collected data was analyzed qualitatively and later discussed against cognitive, motivational, and sociocultural theories. The process of tracking changes in error patterns confirmed some of the issues with using accuracy and global error scores as a measurement for improvement and development, interpreted as proof of learning in language acquisition research. The data further suggests that students do not engage with feedback enough to benefit from its learning potential.

The Effectiveness of Corrective Feedback in Enhancing EFL Learner Writing Performance

The Effectiveness of Corrective Feedback in Enhancing EFL Learner Writing Performance

RETRACTED ARTICLE: The effect of corrective feedback from female teachers on formative assessments: educational resilience, educational belongingness, and academic procrastination in an English language course

RETRACTED ARTICLE: The effect of corrective feedback from female teachers on formative assessments: educational resilience, educational belongingness, and academic procrastination in an English language course

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

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.

How Selection of a Target Feature Impacts Corrective Feedback: Finding Answers Through Meta-Analysis of Chinese EFL Learners

Abstract Rather than looking at variables like grammatical feature type, proficiency, and L1 as separate, we must start to view them as interrelated and codependent. In this way, educators may finally learn how to maximize the effect of corrective feedback (CF). A meta-analysis of 13 studies was conducted to examine four styles of CF (implicit prompt, implicit reformulation, explicit prompt, and explicit reformulation) along with the following variables: grammatical feature type, L1 similarity (with Mandarin Chinese), and proficiency level. Results suggest that effect size is highly dependent upon the grammatical feature targeted. Explicit feedback appears to have a scaffolding effect for more semantically or syntactically complex grammatical features. Implicit reformulations (recasts) also provide scaffolding, yielding larger effect sizes than implicit prompts when used with L1 dissimilar features that are more semantically or syntactically complex.

The Effect of Comprehensive Written Corrective Feedback on EFL Learners’ Written Syntactic Complexity

Research background: The effectiveness of Corrective feedback has been a controversial issue and thus a central part of second language writing instruction worldwide.Gap in knowledge and Purpose of the study: It has been argued that the provision of written corrective feedback can affect the complexity of the written text negatively, and the issue is not sufficiently investigated. Therefore, this studyinvestigated the effects of two types of comprehensive written corrective feedback strategies: direct corrective feedback (DCF), and metalinguistic explanation (ME) on L2 learners’ written syntactic complexity.Methods: This study was quasi-experimental and used a pretest-intervention-posttest-delayed-posttest design. Participants were 90 Turkish EFL upper-intermediate learners, whose L2 proficiency and L2 writing skills were controlled by administering the Oxford Placement Test and the IELTS Writing Task 2 test. They were assigned to three groups: DCF, ME, and NF (i.e., no feedback on grammatical errors).The treatment/control period lasted for five weeks. Every week, each participant wrote an essay of argument-led type in class and then received the specified feedback. No work was done on writing for the two-week interval between the posttest and delayed posttest. Lu’s (2010) web-based L2 Syntactic Complexity Analyser was utilised to calculate the syntactic complexity measures. The MANOVA test was utilized to find the results.Findings and Value added: It was revealed the ME group was not significantly different from the NF group. The DCF group significantly outperformed the ME group in the clauses per sentence (C/S) of the texts both in posttests and delayed-posttests. The DCF group also significantly outperformed the NF group in the clauses per T-unit (C/T), complex T-units per T-unit (CP/T), and C/S in posttests, but the positive effect of the DCF on CP/T was not durable after the two-week interval.

A Meta-Analysis Study on Oral Feedback Effect between ESL and EFL Contexts

This study investigates how different L2 learning environments produce differing effects of oral corrective feedback (CF) in second language (L2) classrooms. The results of this research using the random effect model are presented according to the English teaching environments (EFL or ESL). The quantitative meta-analyses for four variables (types, linguistic domains, L1, age) are conducted and compared between research works of ESL and EFL environment. The data were collected from research papers. In total, 42 studies are coded, 19 of which are identified as EFL studies and 23 as ESL. It is found that (a) the overall effect of the corrective feedback is greater in the ESL environment; (b) its effect degree is variable-dependent; (c) both EFL and ESL environments have contributed differentially to the effect size. Possible explanations and justifications for the results are sought through cross-tabulation and with reference to the theoretical background of the second language acquisition.

Corrective Feedback on Writing in EFL Context: Comparison of Two Approaches

Although there is a disagreement among researchers on the effectiveness of corrective feedback (CF) in L2 writing (Ferris, 1999; Truscott, 1996; Truscott 1999), many studies proved that CF improves L2 learners’ accuracy in writing over time. Therefore, instead of investigating the effectiveness of CF, some researchers carried out studies to investigate the effectiveness of different methods, techniques, approaches of applying CF (e.g. Bitchener, Young & Cameron, 2005; Chandler, 2003; Tootkaboni & Khatib, 2014) in L2 writing. Similarly, this current study was conducted to investigate the effects of two different corrective feedback types on L2 written performances. The first corrective feedback type is explicit feedback (cognitive-interactionist approach) in which the feedback is given directly, the other corrective feedback type is graduated feedback (sociocultural approach) in which the feedback is given as an assistance. The study conducted in one of the private universities in Turkey, with 11 Turkish EFL students. The students in the Explicit Feedback Group ( n =5), and the students in the Graduated Feedback Group ( n =6) completed their opinion paragraphs and received feedback according to the group they were assigned. After two weeks, the same procedure was applied to find out if there were any changes over time. The results of the study showed that the students in the Graduated Feedback Group were more successful in terms of doing self-correction than the students in the Explicit Feedback Group.

The effects of corrective feedback with and without revision on enhancing L2 pragmatic performance

Abstract This study investigated the efficacy of different feedback conditions in developing accurate and fluent production of L2 English email requests. Sixty-nine intermediate-level Vietnamese EFL university students were randomly assigned to one control and three experimental groups. All the four groups received three hours of explicit metapragmatic instruction on email requests, but only the experimental groups received written corrective feedback on their pragmatic production. One experimental group received feedback without opportunity for revision. Another experimental group received one cycle of feedback and revision, and the third group two cycles of feedback and revision. Results of a Discourse Completion Task (DCT) pre-test, immediate post-test, and delayed post-test indicated that the combination of instruction and feedback had a positive effect on the accuracy of learners’ pragmatic performance. However, no clear-cut evidence for the effect of revision on the fluency of learners’ pragmatic performance was found in the study. The findings highlight the effectiveness of corrective feedback and revision in consolidating emergent L2 pragmatic knowledge, but further research is needed to understand how much revision is sufficient to facilitate fluency development.

An Examination of Research on the Effectiveness of Corrective Feedback in Second Language Writing

An Examination of Research on the Effectiveness of Corrective Feedback in Second Language Writing

Spoken grammar practice in CALL: The effect of corrective feedback and education level in adult L2 learning

Although most second language learning studies involve high-educated participants, addressing low-educated participants seems important as research suggests that education background impacts second language (L2) learning efficiency. A controversial point in the L2 learning literature is the role of corrective feedback (CF). Research on CF in relation to individual differences, including education background, requires controlled experimental environments. This article presents a study in such a controlled environment: a computer assisted language learning (CALL) system with logging capabilities and automatic speech processing to provide CF on spoken grammar practice. In the experiment, 68 Dutch L2 learners were randomly assigned to either an automatic grammaticality CF condition or a NOCF (no corrective feedback) condition. We analysed learning outcome, evaluative measures, and practice behaviour logged by the CALL system. Practice behaviour differed with education background, which in turn related to learning outcome. Learners with high and medium education levels benefitted from speaking practice in both conditions, while low-educated learners did not benefit from practice, in neither condition. For medium and high educated learners there was a trend for CF to increase practice effectiveness. Education level therefore is an important individual difference in L2 learning research that influences the effectiveness of CF.

Effects of Corrective Feedback on Learners of English as a Second Language (ESL)

Effects of Corrective Feedback on Learners of English as a Second Language (ESL)

What is the ideal time to provide corrective feedback? Replication of Li, Zhu & Ellis (2016) and Arroyo & Yilmaz (2018)

This article calls for replication of two studies (Li, Zhu & Ellis 2016; Arroyo & Yilmaz 2018) that examine the timing of corrective feedback, which refers to whether errors should be corrected during a communicative task (immediate feedback) or after the task is completed (delayed feedback). The article starts with a rationale for replicating the two studies: they address a topic of significance to theorists, researchers, and practitioners; they are conducted with rigorous methods; they represent classroom and laboratory research respectively; they both show an advantage for immediate feedback. It proceeds to contextualize the subsequent discussion of replication strategies by (1) elaborating the theoretical claims and pedagogical positions on the influence of the timing of corrective feedback on learning outcomes and task performance, and (2) summarizing the findings of the research on the effectiveness of corrective feedback. After some background information is provided, a detailed discussion is given for each of the two studies, including a summary of the methods and findings, followed by recommendations about how to replicate.

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...

Effects of Corrective Feedback on Students’ Linguistic Errors

The research aimed at finding out (i) Whether corrective feedback could minimize students’ linguistic error; (ii) Which type of corrective feedback had more permanent effect on students’ writing accuracy. The research applied single-subject experiment design. Data analysis in single-subject research typically was based on visual inspection and analysis of graphic presentation. The step are writing test, ratio, scoring and compare. In this study, six treatment groups and no control group were used. All treatment groups received in different types of CF on their writing tests. Treatment 1 (T1) received Direct CF, treatment 2 (T2) received indirect CF, treatment 3 (T3) received metalinguistic CF, treatment 4 (T4) received reformulation CF, treatment 5 (T5) received focused CF, Treatment 6 (T6) received unfocused CF. The findings indicated that (i) CF could minimize students’ linguistic errors except focused CF on vocabulary; (ii) Based the result of the data analysis using analytic rating scale and composite rating scale showed that direct CF had the most effective in minimizing students’ linguistic error in vocabulary, language use and mechanics than the other types of CF, so direct CF could be categorized having more permanent effect on students’ writing accuracy.

CORRIGENDUM

This article refers to:Effects of corrective feedback on EFL speaking task complexity in China’s university classroom

CORRIGENDUM

This article refers to:Effects of corrective feedback on EFL speaking task complexity in China’s university classroom

Corrective Feedback in Writing Essay in the L2 Classrooms

Abstract Learning a foreign language is a complex and satisfying activity which encompasses a variety of skills used and learnt. It involves a sum of tools being used by the teacher to help and motivate students to study and remember and later use this knowledge to improve their performance in either writing or speaking English. My study has tackled one of the elements used by the teachers to motivate students and help their writing skills get better and last longer. In this observation of corrective feedback i have studied and questioned opinions of both students and teachers with regard to this process. The data was gathered by means of questionnaires and face to face interviews with students and teachers. I have addressed two main issues: First, what is the effectiveness of corrective feedback in learning writing in English and second how long do the skills learnt by corrective learning last.

Corrigendum

This article refers to:Effects of corrective feedback on EFL speaking task complexity in China’s university classroom