The Role of Explicit Corrective Feedback Timing in Second Language Structure Accuracy
محورهای موضوعی : نشریه تخصصی زبان، فرهنگ، و ترجمه (دوفصلنامه)سوری سلاجقه 1 , علی اکبر خومیجانی فراهانی 2 , حسن شهابی 3
1 - دانشجوی دکترای آموزش زبان انگلیسی،گروه زبان انگلیسی، دانشگاه آزاد اسلامی واحد کرمان، ایران
2 - دانشیار گروه زبان انگلیسی، دانشگاه تهران، ایران
3 - استاد تمام گروه زبان انگلیسی، دانشگاه آزاد اسلامی واحدکرمان،ایران
کلید واژه: Corrective feedback, Explicit, metalinguistic, Immediate feedback, Delayed feedback,
چکیده مقاله :
This study examined the effects of explicit metalinguistic corrective feedback on the accurate use of English regular past tense structure. The main purpose was to investigate whether the immediate provision of metalinguistic feedback after writing task completion or its delayed provision after two days in the next classroom session could differentially impact the structure accuracy. One-hundred and five Iranian English as a foreign language (EFL) learners agreed to take part in this study and were assigned into three conditions: immediate metalinguistic feedback, delayed metalinguistic feedback, and control condition without any feedback. A repeated-measures ANCOVA was used to provide answers to the research question. Results revealed the superiority of the delayed metalinguistic feedback over both the immediate feedback and control conditions in the immediate post-test. And, in the delayed post-test, the immediate metalinguistic feedback outperformed the other groups. The implications of these findings and suggestions for further research are further discussed.
This study examined the effects of explicit metalinguistic corrective feedback on the accurate use of English regular past tense structure. The main purpose was to investigate whether the immediate provision of metalinguistic feedback after writing task completion or its delayed provision after two days in the next classroom session could differentially impact the structure accuracy. One-hundred and five Iranian English as a foreign language (EFL) learners agreed to take part in this study and were assigned into three conditions: immediate metalinguistic feedback, delayed metalinguistic feedback, and control condition without any feedback. A repeated-measures ANCOVA was used to provide answers to the research question. Results revealed the superiority of the delayed metalinguistic feedback over both the immediate feedback and control conditions in the immediate post-test. And, in the delayed post-test, the immediate metalinguistic feedback outperformed the other groups. The implications of these findings and suggestions for further research are further discussed.
References
Ammar, A. (2008). Prompts and recasts: differential effects on second
language morphosyntax. Language Teaching Research, 12, 183-
210.
Ashwell, T. (2000). Patterns of teacher response to student writing in a
multi-draft composition classroom: Is content feedback followed
by form feedback the best method? Journal of Second Language
Writing, 9(3), 227–257.
Bitchener, J. (2008). Evidence in support of written corrective feedback.
Journal of Second Language Writing, 35, 12-30.
Bitchener, J. (2012). A reflection on ‘the language learning potential’ of
written CF. Journal of Second Language Writing 21, 348-363.
Bitchener, J., Young, S., & Cameron, D. (2005). The effect of different
types of corrective feedback on ESL student writing. Journal of
Second Language Writing, 9, 227–258.
Black, P., & William, D. (1998). Assessment and classroom learning.
Assessment in Education, 5(1), 7–74.
Brookhart, S. M. (2008). How to give effective feedback to your students.
Virginia, VA: Association for Supervision & Curriculum
Development.
Carroll, S., & Swain, M. (1993). Explicit and implicit negative feedback.
Studies in Second Language Acquisition, 15, 357-386
DeKeyser, R. M. (1998). Beyond focus on form: Cognitive perspective on
learning and practicing second language grammar. In C. Doughty
& J. Williams (Eds.), Focus on form in classroom second
language acquisition (pp. 42-63). Cambridge: Cambridge
University Press.
Salajegheh, S., Khomeijani Farahani, A., & Shahabi, H. / Journal of Language, Culture, and Translation
4(2) (2022), 1–21
18
Ellis, N. (2005). At the interface: Dynamic interactions of explicit and
implicit knowledge. Studies in Second Language Acquisition, 27,
305–352.
Ellis, R. (2009). A typology of written corrective feedback types. ELT
Journal, 63(2), 97-107.
Ellis, R., Loewen, S., & Erlam, R. (2006). Implicit and explicit corrective
feedback and the acquisition of L2 grammar. Studies in Second
Language Acquisition, 28, 339-368.
Farahani, A. A., & Khezrlou, S. (2009). On-task versus off-task selfassessments among Iranian elementary students studying English.
Journal of Teaching English as a Foreign Language and
Literature, 1(3), 39-52.
Fathman, A., & Whalley, E. (1990). Teacher response to student writing:
Focus on form versus content. In B. Kroll (Ed.), Second language
writing: Research insights for the classroom (pp. 178–190).
Cambridge: Cambridge University Press.
Ferris, D. R., & Roberts, B. (2001). Error feedback in L2 writing classes:
How explicit does it need to be? Journal of Second Language
Writing, 10, 161–184.
Fu, M., & Li, S. (2020). The effects of immediate and delayed corrective
feedback on L2 development. Studies in Second Language
Acquisition, 1-33.
Holley, F. M., & King, J. K. (1971). Imitation and correction in foreign
language learning. The Modern Language Journal, 55(8), 494-
498.
Hunter, J. D. (2011). A multi-method investigation of the effectiveness and
utility of delayed corrective feedback in second language oral
production. Unpublished Ph.D. Dissertation (Module 3),
University of Birmingham, UK.
Khezrlou, S. (2021a). Effects of timing and availability of isolated FFI on
learners’ written accuracy and fluency through task repetition. The
Language Learning Journal, 49(5), 568-580.
Khezrlou, S. (2021b). Effects of task repetition with written corrective
feedback on the knowledge and written accuracy of learners with
different prior knowledge of the structure. Spanish Journal of
Applied Linguistics, 34(2), 464-493.
Khezrlou, S. (2021c). Focus on form in task repetition through oral and
written task modelling. International Review of Applied
Linguistics in Language Teaching. Advance online publication.
https://doi.org/10.1515/iral-2020-0125
Salajegheh, S., Khomeijani Farahani, A., & Shahabi, H. / Journal of Language, Culture, and Translation
4(2) (2022), 1–21
19
Khezrlou, S. (2021d). Explicit instruction through task repetition: Effects
on explicit and implicit knowledge development. Language
Awareness, 30(1), 62-83.
Khezrlou, S. (2020a). Training planning in second language narrative
writing. ELT Journal, 74(1), 49-62.
Khezrlou, S. (2020b). The role of task repetition with direct written
corrective feedback in L2 writing complexity, accuracy and
fluency. Journal of Second Language Studies, 3(1), 31-54.
Khezrlou, S. (2019a). Task repetition and corrective feedback: The role
of feedback types and structure saliency. English Teaching and
Learning, 43(2), 213-233.
Khezrlou, S. (2019b). Form-focused instruction in CALL: What do
learners think? RELC, 50(2), 235-251.
Khezrlou, S. (2012a). Cognitive strategy training: Improving reading
comprehension in the language classroom. Journal of Teaching
Language Skills, 3(4), 77-98.
Khezrlou, S. (2012b). The relationship between cognitive and
metacognitive strategies, age and level of education. The Reading
Matrix, 12(1), 50-61.
Khezrlou, S., Ellis, R., & Sadeghi, K. (2017). Effects of computer-assisted
glosses on EFL learners’ vocabulary acquisition and reading
comprehension in three learning conditions. System, 65, 104-116.
Krashen, S. D. (1987). Principles and practice in second language
acquisition. Prentice-Hall International.
Lee, I. (2008). Error correction in L2 secondary writing classrooms: The
case of Hong Kong. Journal of Second Language Writing, 13, 285-
312.
Li, S., Zhu, Y., & Ellis, R. (2016). The effects of the timing of corrective
feedback on the acquisition of a new linguistic structure. Modern
Language Journal, 100 (1), 276-295.
Long, M. H. (1996). The role of linguistic environment in second
language acquisition. In W. C. Ritchie & T. K. Bhatia (Eds.),
Handbook of second language acquisition San Diego: Academic
Press.
Long, M. H. (2015). Second language acquisition and task-based
language teaching. Malden, MA: Wiley–Blackwell.
Lyster, R. (1998). Recasts, repetition, and ambiguity in l2 classroom
discourse. Studies in Second Language Acquisition, 20(01), 51-81.
Lyster, R. (2001). Negotiation of form, recasts and explicit correction in
relation to error types and learner repair in immersion classrooms.
Language Learning, 51(1), 265-301.
Salajegheh, S., Khomeijani Farahani, A., & Shahabi, H. / Journal of Language, Culture, and Translation
4(2) (2022), 1–21
20
Lyster, R. (2004). Differential effects of prompts and recasts in formfocused instruction. Studies in Second Language Acquisition,
26(03), 399-432.
Lyster, R., & Mori, H. (2006). Interactional feedback and instructional
counterbalance. Studies in Second Language Acquisition, 28(02),
269-300.
Lyster, R., & Ranta, L. (1997). Corrective feedback and learner uptake.
Studies in Second Language Acquisition, 19(1), 37-66.
Mao, Z., & Lee, I. (2020). Feedback scope in written corrective feedback:
Analysis of empirical research in L2 contexts. Assessing Writing,
45, 1-14.
Nakata, T. (2015). Effects of feedback timing on second language
vocabulary learning: Does delaying feedback increase learning?
Language Teaching Research, 19(4), 416-434.
Rassaei, E. (2013). Corrective feedback, learners' perceptions, and second
language development. System, 41, 472-483.
Russell, J., & Spada, N. (2006). The effectiveness of corrective feedback
for the acquisition of L2 grammar. In J. M. Norris & L. Ortega
(Eds.), Synthesizing research on language learning and teaching
(pp. 133-164). Amsterdam: John Benjamins.
Sadeghi, K., & Khezrlou, S. (2014). Burnout among English language
teachers in Iran: Do socio-demographic characteristics matter?
Procedia- Social and Behavioral Sciences, 98, 1590-1598.
Sadeghi, K., & Khezrlou, S. (2016). The experience of burnout among
English language teachers in Iran: Self and other determinants.
Teacher Development, 20(5), 1-17.
Sadeghi, K., Khezrlou, S., & Modirkhameneh, S. (2017). CALLing
Iranian learners of L2 English: Effect of gloss type on lexical
retention and academic reading performance under different
learning conditions. Journal of Research in Reading, 40(1), 66-86.
Schmidt, R. (1994). Deconstructing consciousness in search of useful
definitions for applied linguistics. AILA Review, 11, 11-26.
Schmidt, R. (2001). Attention. In P. Robinson (Ed.), Cognition and
second language instruction (pp. 3-32). Cambridge: Cambridge
University Press.
Sheen, Y. (2006). Corrective feedback, individual differences, and the
acquisition of English articles by second language learners.
Unpublished doctoral thesis, University of Nottingham.
Sheen, Y. (2007). The effect of focused written corrective feedback and
language aptitude on ESL learners' acquisition of articles. TESOL
Quarterly, 41, 255-283
Salajegheh, S., Khomeijani Farahani, A., & Shahabi, H. / Journal of Language, Culture, and Translation
4(2) (2022), 1–21
21
Sheen, Y. (2010). Differential effects of oral and written corrective
feedback in the ESL classroom Studies in Second Language
Acquisition, 32, 203-234.
Sheen, Y. (2012). The timing of corrective feedback and L2 learning.
Paper presentation at the Second Language Research Forum,
Carnegie Mellon University, U.S.A.
Sheen, Y., & Ellis R. (2011). Corrective feedback in language teaching.
In E. Hinkel (Ed.), Handbook of research in second language
teaching and learning (pp. 593-610). New York: Routledge.
Siyyari, M. (2005). A comparative study of the effect of implicit and
delayed, explicit focus on form on Iranian EFL learners’ accuracy
of oral production. Unpublished MA thesis, Iran University of
Science and Technology.
Truscott, J. (1996). The case against grammar correction in L2 writing
classes. Language Learning, 46, 327–369.
Varnosfadrani, A. D. (2006). A comparison of the effects of implicit/
explicit and immediate/delayed corrective feedback on learners’
performance in tailor-made tests. Unpublished PhD thesis,
University of Auckland.
Williams, J. (2012). The potential role(s) of writing in second language
development. Journal of Second Language Writing 21, 321-331.
Yuan, F., & Ellis, R. (2003). The effects of pretask planning and on-line
planning on fluency, complexity, and accuracy in L2 monologic
oral production. Applied Linguistics, 24, 1-27.
