Focused written corrective feedback and linguistic target mastery: Conceptual replication of Bitchener and Knoch (2010)

Ekiert, Monika; Gennaro, Kristen di

doi:10.1017/s0261444819000120

Cited by 13 publications

(5 citation statements)

References 38 publications

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“…Another reason is that it also simulates the activities performed by English‐speaking natives, and it is an imitation of naturalistic communication behavior. Using picture description tasks to assess ESL writing proficiency has also been used in several other studies, proving it is a reliable tool for testing writing (Ekiert & Di Gennaro, 2019; Guo & Barrot, 2019; Spada & Tomita, 2010; Yang et al, 2019). Another reason is the importance placed on using spontaneous production tasks (Abrahamsson & Hyltenstam, 2008) that help reveal the test taker's linguistics and metalinguistic knowledge of a foreign language (Saito, Suzukida, et al, 2019b).…”

Section: Methodsmentioning

confidence: 99%

A study on the relationship between language aptitude, vocabulary size, working memory, and L2 writing accuracy

Mujtaba

Gol

Parkash

2021

Foreign Language Annals

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The area of individual differences (ID) in second language (L2) has been a point of interest for many researchers; however, the impact of ID on the writing performance of L2 learners has not been explored exhaustively. Only a limited number of studies have examined the role of language aptitude, vocabulary size, and working memory (WM) on L2 learners’ writing accuracy. The current study aimed to investigate the effects of language aptitude, vocabulary size, and WM on L2 learners’ writing accuracy. For that, fifty graduate first‐semester students were recruited and took the WM, LLAMA, and a vocabulary test. Subsequently, they completed two picture description writing tasks. The Pearson correlation result unveiled that all the independent variables excluding LLAMA D were significantly correlated with learners’ writing performance. The regression analysis result explained that LLAMA B, LLAMA E, receptive vocabulary size, and WM were strong predictors of learners’ L2 writing performance.

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Section: Methodsmentioning

confidence: 99%

A study on the relationship between language aptitude, vocabulary size, working memory, and L2 writing accuracy

Mujtaba

Gol

Parkash

2021

Foreign Language Annals

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“…In spite of the fact that corrective feedback is a commonly used teaching tool in all types of EFL classroom it has long been the response of teachers in productive skills such as writing and speaking. A quick look at the research studies on corrective feedback, shows that it has focused mostly on written errors (Sheen, 2007;Ellis 2008;Bitchener & Knoch 2010), whereas the oral errors on which the researcher tended to focus usually seem to have had less concern. The main reason behind this is that the oral corrective feedback strategies seem to offer a more challenging task for researchers as well as teachers.…”

Section: Introductionmentioning

confidence: 99%

Exploring Literature Reading Classes in Terms of Types of Feedback Provided by EFL Teachers: Does Teaching Experience Play a Determining Role?

Azizi¹,

Pavlíková²,

Masalimova³

2020

E&SD

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Reading comprehension is thought to be a very challenging skill for L2 (second language) learners, and definitely the role that feedback has in enhancing reading achievement is undeniable. To shed more light on the issue, this study aimed to investigate the types of feedback utilized by EFL teachers in L2 reading comprehension classes at the intermediate level. The study took a step forward and explored the role of years of teaching experience in the provision of feedback. The study also examined the frequency of different types of errors that EFL learners committed in reading comprehension classes. To this end, an observational and descriptive study was conducted. Six EFL teachers along with their L2 learners at the intermediate level participated in the study. Three of these teachers were novices and the other three were experienced. The data were drawn from transcripts of audio recording of the selected teachers’ reading comprehension classes. Following the analysis, the corrective feedback types and the errors were coded using the coding categories identified in Lyster and Ranta’s (1997) model. Two other corrective feedback types were added - translation and multiple feedback. The frequency count and percentage were used to analyze the data. The results indicated that recasts were the most frequently used feedback type in both groups of teachers. Moreover, both experienced and novice teachers preferred to use varied corrective feedback types at different distributions which may suggest that there is a significant difference between novice and experienced teachers’ use of corrective feedback types. Regarding the error types, the analysis of the data showed that among four types of errors, the phonological errors were the most commonly errors committed by EFL learners in reading comprehension classes. The implications are discussed in the study.

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“…The findings showed both focused and unfocused feedback can facilitate the use of prepositions, and there are no significant differences between the two types of feedback. Ekiert & Gennaro (2019) examined the effect of written corrective feedback on the learning of English articles. University English learners were chosen as participants.…”

Section: Type Of Written Corrective Feedbackmentioning

confidence: 99%

The Impact of Written Corrective Feedback on Enhancing Second Language Writing Skills: A Comprehensive Review

Guo

2023

(IJEH)

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This review explores the dynamic landscape of written corrective feedback (WCF) in the context of second language (L2) writing, aiming to provide a comprehensive understanding of its influence on language proficiency. Examining various typologies of WCF, including direct and indirect approaches, as well as focused, unfocused, and comprehensive strategies, the paper navigates through the theoretical frameworks guiding their application in L2 writing development. A key focus is on the frequency of WCF and its nuanced effects on learners' writing performance. By synthesizing empirical studies, the review elucidates the short-term and long-term impacts of corrective feedback on aspects such as accuracy, fluency, and complexity. Striking a balance between the amount and timing of corrective interventions emerges as crucial in optimizing the efficacy of WCF. The review also delves into the interplay between learner factors—such as proficiency level, motivation, and individual differences—and the reception and integration of corrective feedback. Understanding how these factors shape the impact of WCF contributes to tailoring instructional strategies to meet diverse learner needs. In conclusion, the paper offers practical insights for educators, highlighting the need for targeted WCF interventions aligned with learners' proficiency levels and motivational dynamics. By providing a nuanced exploration of WCF in L2 writing, this comprehensive review informs both research agendas and instructional practices, contributing to the ongoing enhancement of second language education

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Focused written corrective feedback and linguistic target mastery: Conceptual replication of Bitchener and Knoch (2010)

Cited by 13 publications

References 38 publications

A study on the relationship between language aptitude, vocabulary size, working memory, and L2 writing accuracy

A study on the relationship between language aptitude, vocabulary size, working memory, and L2 writing accuracy

Exploring Literature Reading Classes in Terms of Types of Feedback Provided by EFL Teachers: Does Teaching Experience Play a Determining Role?

The Impact of Written Corrective Feedback on Enhancing Second Language Writing Skills: A Comprehensive Review

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