Tipo: artículo

Temas: artículo corrección

Resumen:

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-...

Ver ficha completa

Tipo: artículo

Temas: artículo corrección

Resumen:

Corrective feedback on second language (L2) writing has remained one of the most heavily studied areas in applied linguistics, yet clear guidance for practitioners about how to provide it most effectively remains limited. Previous studies have meta-analysed written corrective feedback (WCF) research revealing conflicting findings in how WCF affects development in L2 writers? accuracy over time. This study provides a needed update in light of a recent increase in (quasi)experimental WCF studies. It features several methodological advances by introducing a Bayesian approach to conducting a meta-analysis, which provides a more valid picture of the generalizable effects. The analysis allows distinction ? for the first time at a meta-analytic level ? between short-, medium-, and long-term effects of WCF. Results aggregate data from an...

Ver ficha completa

Tipo: artículo

Temas: artículo feedback

Resumen:

Recent research indicated the effectiveness of immediate and delayed corrective feedback (CF) on second language (L2) learning. What is little known is the moderating effects of learner individual factors such as foreign language anxiety (FLA) on the efficacy of immediate and delayed CF. The primary aim of the present study is thus to investigate if learners? FLA can moderate the effectiveness of immediate and delayed feedback. To this end, 82 learners of English as a foreign language (EFL) were randomly assigned to two treatment conditions as well as a control group. During three treatment sessions, the participants performed storytelling tasks in groups of four and received either immediate or delayed metalinguistic feedback for the errors they made. Regarding the immediate feedback condition, each participant received...

Ver ficha completa