Tipo: artículo

Metodología: estudio empírico

Temas: feedback/retroalimentación

Resumen:

This study investigated the short-term and delayed effects of comprehensive written corrective feedback (WCF) on L2 learners’ revision accuracy and new pieces of writing (i.e., the transfer effect of feedback). Three types of feedback were compared: direct feedback and two types of indirect feedback that differed in their degree of explicitness (i.e., underlining only and underlining+metalinguistic cues). Fifty-three intermediate level learners of English as a second language (ESL) were divided randomly into four groups: One direct, two indirect, and a control group. Students produced three pieces of writing from different picture prompts and revised them over a three-week period. Each group also produced a new piece of writing two weeks later. The study included seven sessions: Writing 1, revision of Writing 1, Writing 2, revision of...

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Tipo: artículo

Metodología: estudio empírico

Temas: enseñanza/aprendizaje de vocabulario

Resumen:

In light of mixed findings in existing input enhancement research, Issa and Morgan-Short in a 2019 article urged researchers to compare the relative effects of input enhancement that taps into learners’ attention to the external format of second language (L2) target forms (e.g. through capitalizing or boldfacing the forms) and input enhancement that taps into learners’ attention to the internal attributes of L2 target forms (e.g. via increasing the frequency of the forms). In response to this call, the study described in this article drew on a pretest-treatment–posttest-experimental-design to explore whether working memory (WM) capacity modulates the extent to which L2 learners benefit from input enhancement engaged by internal and external attentional manipulations for partially-acquired L2 vocabulary. Analyses of these learners’...

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Tipo: artículo

Metodología: estudio empírico

Temas: feedback/retroalimentación

Resumen:

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This study seeks to address a gap in our understanding of how corrective feedback (CF) influences second language (L2) learning by examining the specific impacts of oral and written CF on acquiring the third person singular -s in the simple present tense. The study examines these effects on both explicit and implicit knowledge. The research was conducted in five intermediate adult English as a second language classrooms in Peru ( N = 101), using a pretest–posttest design with one control group (n = 24) and four experimental groups: oral recast (n = 21) oral metalinguistic CF (n = 18) written direct CF (n = 16) and written metalinguistic CF (n = 22). The results revealed no significant difference...

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