This study investigated the effects of recast and explicit corrective feedback on Iranian IELTS test-takers anxiety in speaking across different levels of proficiency. Ninety male and female ...learners, aged 21 to 45, who were preparing themselves to take the IELTS Mock test, were divided into upper-intermediate and advanced levels. Then, they were randomly assigned to control and experimental groups (recast and explicit correction). There were 10 treatment sessions for each group. In the recast group, the students’ mistakes were corrected using reformulation. In the explicit correction group, mistakes were not tolerated, and they were corrected on the spot. In order to measure the anxiety in speaking performance, Chowdhury’s (2014) questionnaire was given to the participants once before the treatment and once after the treatment. Then, the score of each learner was calculated and recorded for the data analysis. The results showed that there was no statistically significant difference between the control and explicit corrective group and the control and recast groups at the upper-intermediate level. However, there was a statistically significant difference between the control and recast groups and the control and explicit group at the advanced levels.
This study investigated the relative effectiveness of immediate and delayed corrective feedback on the acquisition of -ing/ -ed participial adjectives by Spanish English-as-a-foreign-language ...learners in video-based computer-mediated communication. Fifty-two participants took part in a communicative task in one of four groups (two experimental and two control). The immediate-feedback group received explicit corrective feedback during the task whereas the delayed-feedback group received the feedback 24 hours later by means of an edited video recording of the interaction. The effects of the feedback were measured through an oral production task and an untimed grammaticality judgment test. Although the results showed no differences between the two feedback timing groups and control participants on the grammaticality judgment test, both feedback groups outperformed the control group on the oral production task without showing statistically significant timing effects.
This study adopted a synthetic approach to review empirical studies on oral corrective feedback (OCF) for lexical errors. It examined OCF types, lexical target types, interlocutors’ attention to ...lexical errors, and OCF effectiveness in promoting vocabulary development. After the application of inclusion and exclusion criteria on studies retrieved from a search of six databases, 31 primary studies were available for coding and analysis. Findings revealed that interlocutors showed a greater preference for recast than prompt and explicit correction. However, recast resulted in the lowest rate of lexical repairs, whereas prompt was found the most effective. Lexical errors received OCF at a higher rate than grammatical errors and phonological errors, indicating that interlocutors paid greater attention to vocabulary problems. OCF was most often provided for the inappropriate choice of lexical items, or inaccurate use of word derivation, involving a wide range of word classes (nouns, verbs, adjectives, and adverbs). Only a few studies looked into OCF targeting a single lexical feature. Findings suggest it may be more effective for teachers to employ prompts to elicit repairs of lexical errors from learners. There is a need for future researchers to conduct empirical OCF studies on a single lexical target.
Corrective feedback (CF) research conducted within a cognitive-interactionist framework has examined the effectiveness of specific types of CF (e.g. Ellis et al., 2006). In contrast, CF research ...conducted within a sociocultural framework has sought to show how tailoring the feedback to the learners' zone of proximal development assists learning (e.g. Aljaafreh and Lantolf, 1994). The study reported in this article was designed to compare these two approaches to investigating CF by examining two types of feedback on students' errors in oral conferences following two pieces of writing. Some students received ‘graduated feedback’ in accordance with sociocultural theory and others explicit feedback in accordance with cognitive-interactionist theory. The detailed analysis of the feedback sessions showed that while the graduated feedback was effective in promoting self-correction, there was no evidence of any systematic reduction in the level of assistance provided over time. In contrast, the explicit feedback resulted in less self-correction but was accomplished much more quickly.
Although a number of studies have investigated the effects of corrective feedback on L2 development, little is understood about how corrective feedback assists L2 development. In particular, ...researchers have recently sought to explore learners' perceptions of corrective feedback as a cognitive window to learning mechanisms involved. The current study examines the relationship between the effects of recasts and explicit corrections on L2 development and learners' perceptions of corrective feedback. To this end, 68 Persian EFL learners received recasts or explicit corrections for their errors while performing meaning-focused tasks. Learners' acquisition of target forms as a result of recasts and explicit corrections were compared with each other. The learners' stimulated recall reports were also analyzed in relation to their perceptions of the recasts and explicit corrections. Learners' responses in stimulated recall interviews were classified as “noticing”, “corrective feedback”, and “non-corrective”. The results of data analysis demonstrated that explicit correction is more associated with learners' ability to notice target forms and L2 development.
The present study investigates the beliefs of students and teachers about corrective feedback (CF) regarding necessity, timing and the most effective types in technical English setting. This study ...was conducted at the National Technical University of Ukraine “Igor Sikorsky Kyiv Polytechnic Institute” with students majoring in Information Technology, Mathematics or Physics ranged between 18 and 22 years of age. Methods included a questionnaire, interviews and classroom observations. The feedback from 55 students and 33 teachers was collected during practical classes in February – March at the beginning of the second semester of 2019-2020 academic year. This research has confirmed the necessity of CF for students and teachers. It also demonstrated the differences regarding timing: teachers preferred delayed to immediate CF, while students equally appreciated both. The research also indicated that both teachers and students preferred indirect types of CF; teachers had stronger attitudes though. The research demonstrated the most effective types of CF for students: meta-linguistic clue and repetition, while for teachers it was elicitation. Completing the survey, both teachers and students chose at least two different types of CF. The necessity of effective CF, which requires learning more about students’ and teachers’ beliefs, benefits and drawbacks of each CF type, is emphasized. The results of the present research may be used by practitioners, who would like to use CF effectively in teaching technical English. Future studies may explore CF in terms of students’ and teachers’ beliefs and behavior in different learning environments.
This study investigated the effects of negative feedback type (i.e., explicit correction vs. recasts), communication mode (i.e., face‐to‐face communication vs. synchronous computer‐mediated ...communication), and target structure salience (i.e., salient vs. nonsalient) on the acquisition of two Turkish morphemes. Forty‐eight native speakers of English with no Turkish background carried out two communicative tasks during which their errors on the target structures were treated according to their feedback group. Oral production, comprehension, and recognition tests were used to measure learners’ resulting performance. A clear advantage was found for explicit correction over recasts in the oral production and comprehension tasks on both immediate and delayed posttests. Results also showed that neither communication mode nor target structure salience moderated the difference between the negative feedback types but both factors made independent contributions to feedback effectiveness.
This article reports on a study that compares the effectiveness of three oral negative feedback types in the acquisition of English articles. A mixed feedback treatment, in which learners' errors ...were corrected, first, through explicit feedback, then through implicit feedback, was compared to implicit-only (i.e., recasts) and explicit-only (i.e., explicit correction) feedback treatments. The study followed a pretest/posttest/delayed posttest experimental design. Eighty English-as-a foreign language learners, whose proficiency level ranged from beginner to intermediate, were randomly assigned into explicit-only feedback, implicit-only feedback, mixed feedback, reduced-explicit feedback and no-feedback control groups. The learners and researcher met two times for the treatment sessions. In each treatment session, the learners and researcher carried out three oral production tasks, where learner errors on the English indefinite and definite articles were treated according to their group assignments. The differences between the groups in performance were measured using oral production tasks. The results of the study revealed that the explicit-only feedback and mixed feedback groups outperformed all the other groups on the immediate posttest, but there was no difference between the explicit-only and mixed feedback groups on either of the posttests. This result was interpreted as indicating that mixed-feedback can be as effective as explicit-only feedback.
Oral corrective feedback (OCF) has been a trending topic in additional language education research in the last three decades. In light of current foci on socio-cultural particularities and calls for ...comparative work on international teacher education, there is increasing need for explorations of teachers' beliefs about OCF in different settings. To explore possible effects of socio-cultural differences on teachers' beliefs about OCF, this study asks: How do in-service teachers in China (EFL) and the U.S. (ESL) perceive the need for OCF in second language (L2) learning and teaching? How do they perceive the effectiveness of different types-recast, explicit correction, prompts-of OCF in L2 education? Which of the recast, explicit correction, and prompt types do they report to use more commonly to provide their students OCF? How do factors such as years of teaching experience, and personal knowledge about research on OCF mitigate differences between the two groups? MANOVA results, based on data from 331 teachers, revealed similarities and differences between groups. Although both groups shared similar views on the need for OCF and considered prompts more effective than other types, they differed in their reported use of different types, partially moderated by socio-cultural factors, dominant educational philosophies, and background factors.
This study investigated the extent to which cognitive abilities that involve explicit cognitive processes (i.e., explicit language aptitude) are related to second language (L2) learning outcomes ...under two corrective feedback conditions. The study followed a pretest-posttest-delayed posttest experimental design. Forty-eight L2 learners of English carried out three oral production tasks, in which their errors on the indefinite article were treated according to their group assignment (i.e., explicit, implicit, and no-feedback). A set of controlled oral production tests was administered as pretest and posttest. Explicit language aptitude was measured using three subtests from the LLAMA Language Aptitude Test battery (Meara, 2005). Results showed that explicit language aptitude predicted immediate posttest performance only under the explicit feedback condition, suggesting that this type of feedback requires mental processes that are facilitated by explicit cognitive abilities and that its short-term effectiveness is not the same for learners with different aptitude levels.
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