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Twenty-five years of research on oral and written corrective feedback in System

Published on Jun 1, 2019in System1.93
· DOI :10.1016/j.system.2019.05.006
Shaofeng Li16
Estimated H-index: 16
(FSU: Florida State University),
Alyssa Vuono (FSU: Florida State University)
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Abstract
Abstract This article provides a comprehensive and critical review of the research on various aspects of oral and written corrective feedback (CF) based on selected articles published in System over the past 25 years. The review starts with a comparison between oral and written CF, demonstrating that despite the discrepancies in the characteristics and pedagogical practices of the two types of CF, they have been examined from similar perspectives in the research. The striking similarity in the research themes makes it possible to follow the same template in organizing the research synthesis for each CF type. The synthesis for each CF type comprises three sections. Section 1 provides a taxonomy of the CF type in question and summarizes the findings of descriptive or observational research regarding how teachers provide CF and how students react to CF. Section 2 synthesizes the findings of experimental CF research regarding whether CF is effective in facilitating learning gains and what factors constrain its effectiveness. Section 3 discusses the research on teachers’ and students’ beliefs about the utility of CF and how it should be implemented in the classroom.
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Published on Sep 1, 2019in Journal of Second Language Writing4.20
Shaofeng Li16
Estimated H-index: 16
(FSU: Florida State University),
Saeed Roshan (AUT: Auckland University of Technology)
Abstract Working memory has been posited to play an important role in affecting the processes of writing (Kellogg, 1996). However, to date there has been limited research on its role in second language writing and no research on whether it is associated with the effects of written corrective feedback in second language learning. This study examines the associations between two types of working memory—complex working memory and phonological short-term memory—and the effectiveness of four types of...
Published on Apr 1, 2019in System1.93
Wataru Suzuki9
Estimated H-index: 9
(Miyagi University of Education),
Hossein Nassaji22
Estimated H-index: 22
(UVic: University of Victoria),
Konosuke Sato
Abstract This study examines the interactional effect of written corrective feedback (WCF) explicitness and type of target structure on the accuracy of students’ revision and new pieces of writing. A total of 88 Japanese university students of English were assigned to four groups, each receiving either direct or indirect corrective feedback that differed in its degree of feedback explicitness: Direct corrective feedback with metalinguistic explanation (DCF + ME), direct corrective feedback only ...
Published on Apr 25, 2018in Language Teaching Research2.32
Susan D. Benson2
Estimated H-index: 2
(UMD: University of Maryland, College Park),
Robert DeKeyser22
Estimated H-index: 22
(UMD: University of Maryland, College Park)
Most second language researchers agree that there is a role for corrective feedback in second language writing classes. However, many unanswered questions remain concerning the linguistic features to target and the type and amount of feedback to offer. This study examined essays by 151 learners of English as a second language (ESL), in order to investigate the effect of either direct or metalinguistic written feedback on errors with the simple past tense and the present perfect tense. This inqui...
Published on Jan 1, 2018
Shaofeng Li16
Estimated H-index: 16
(FSU: Florida State University),
Hong Wang (University of Auckland)
The exponential growth of research and enormity of the body of knowledge that has been accumulated in applied linguistics make the need for quality and reliable synthesis of the available research more pressing than ever. Traditional reviews seek to critique existing research, provide an overview of the research, and/or contextualize a new study. Research syntheses aim at reaching conclusions by means of aggregating the totality of the empirical research that has been carried out on a certain to...
Published on Oct 1, 2017in System1.93
Ye Han2
Estimated H-index: 2
(HIT: Harbin Institute of Technology)
Abstract Learner beliefs, as a complex learner characteristic, greatly impact the L2 learning process and its outcomes; however, little research has specifically explored the dynamic nature of learner beliefs in relation to learner engagement with written corrective feedback (WCF). To address this gap, data drawn from a qualitative multiple-case study were analyzed to investigate what learner beliefs mediated learner engagement with WCF, and how, as well as whether and to what extent learner bel...
Published on Dec 1, 2016
Sibo Chen1
Estimated H-index: 1
(SFU: Simon Fraser University),
Hossein Nassaji22
Estimated H-index: 22
(UVic: University of Victoria),
Qian Liu1
Estimated H-index: 1
(BNU: Beijing Normal University)
Although a growing body of research has examined the effectiveness of written corrective feedback (WCF) for improving L2 learners’ grammatical accuracy, fewer studies have investigated the extent to which different educational settings would influence learners’ perceptions and preferences of WCF. This paper reports on an exploratory study that investigated learners’ perceptions and preferences of WCF in an EFL setting. Quantitative and qualitative data were collected from 64 intermediate, advanc...
Published on Nov 1, 2016in Language Teaching Research2.32
Eun Sung Park4
Estimated H-index: 4
(Sogang University),
Sunhee Song1
Estimated H-index: 1
(Columbia University),
Yu Kyoung Shin2
Estimated H-index: 2
(GSU: Georgia State University)
Should teachers spend hours correcting students’ errors, or should they simply underline the errors, leaving it up to the students to self-correct them? The current study examines the utility of indirect feedback on learners’ written output. Journal entries from students enrolled in intact second language (L2) Korean classes (n = 40) were collected and returned to the students with all of their errors underlined (indirect feedback). The students were then given class time to either identify the ...
Published on Aug 1, 2016in System1.93
Reginald Gooch1
Estimated H-index: 1
(McGill University),
Kazuya Saito17
Estimated H-index: 17
(Lond: University of London),
Roy Lyster26
Estimated H-index: 26
(McGill University)
The current study aimed to test how two different types of corrective feedback—recasts and prompts—can differentially affect the pronunciation development of English /ɹ/ by Korean learners in the context of simulated meaning-oriented classrooms receiving form-focused instruction (FFI). Twenty-two Korean learners of English as a foreign language were divided into three groups (FFI-only, FFI-recasts, FFI-prompts). Each group received 4 h of instruction in which they were taught how to structure an...
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