Metacognitive Instruction Enhances the Effectiveness of Corrective Feedback: Variable Effects of Feedback Types and Linguistic Targets

Sato, Masatoshi; Loewen, Shawn

doi:10.1111/lang.12283

Cited by 155 publications

(67 citation statements)

References 92 publications

(127 reference statements)

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“…Second, the results indicate that peer CF does not have to be limited to grammatical structures, as was the case in most previous studies (e.g., Sato & Lyster, 2012;Sippel & Jackson, 2015). Third, the findings add to the growing body of research suggesting that metacognitive instruction can boost language acquisition in classroom environments (see Carrell, 1989;Fujii et al, 2016;Goh, 2008;Sato & Loewen, 2018;Sato, 2020). While previous studies have often focused on the impact of metacognitive instruction on listening or reading skills, this study is the first to connect metacognitive instruction to vocabulary development.…”

Section: The Impact Of Metacognitive Instruction On Peer Cfsupporting

confidence: 73%

“…Within the field of second language acquisition, researchers have emphasized the important role of metacognition for the development of L2 reading skills (e.g., Carrell, 1989) and L2 listening skills (e.g., Goh, 2008). Recent studies have also examined metacognitive instruction in relation to grammar (Sato & Loewen, 2018) and collaborative interaction (e.g., Fujii, Ziegler, & Mackey, 2016;Sato, 2020).…”

Section: Metacognitive Instruction On Peer Feedbackmentioning

confidence: 99%

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The impact of peer corrective feedback on vocabulary development

Sippel

2019

Foreign Language Annals

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This study explored whether form‐focused instruction (FFI) and peer corrective feedback (CF) facilitated vocabulary development during peer interaction (PI). Third‐semester learners of German were assigned to a PI group (peer interaction only), PI FFI group (peer interaction and form‐focused instruction), or PI FFI CF group (peer interaction, form‐focused instruction, and peer corrective feedback). Participants in all groups engaged in peer interaction activities, but only the PI FFI group and the PI FFI CF group received form‐focused vocabulary instruction on German nouns, along with their grammatical genders and plural forms. Only the PI FFI CF group was taught to provide feedback to peers during peer interaction. Results from a pretest and two posttests revealed that both experimental groups outperformed the control group on measures of productive and receptive vocabulary, grammatical genders, and noun plurals. In addition, the PI FFI CF group outperformed the PI FFI group on measures of productive and receptive vocabulary. These results highlight the importance of metacognitive instruction for vocabulary development during peer interaction.

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Section: The Impact Of Metacognitive Instruction On Peer Cfsupporting

confidence: 73%

Section: Metacognitive Instruction On Peer Feedbackmentioning

confidence: 99%

The impact of peer corrective feedback on vocabulary development

Sippel

2019

Foreign Language Annals

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“…Yilmaz (), for example, found that higher language analytic ability facilitated learning from recasts when the focus was a salient feature (Turkish plural morpheme), whereas when recasts targeted a less salient construction (Turkish locative case marker), language analytic ability did not assist L2 learning. Although previous research has explored the effects of corrective feedback on learning linguistic constructions that differ in salience (see Sato & Loewen, ), the role of aptitude in facilitating the benefits of corrective feedback for different types of linguistic features has not received sufficient attention.…”

Section: Introductionmentioning

confidence: 99%

The Roles of Recasts, Task Complexity, and Aptitude in Child Second Language Development

Kourtali

Révész

2019

Language Learning

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This study investigated the effects of task complexity on child learners’ second language (L2) gains, the relationship between aptitude and L2 development, and the extent to which task complexity influences this relationship when recasts are provided. Sixty child EFL learners were assigned to two experimental groups. During the treatment, one group completed simple information transmission tasks, whereas the other group performed complex decision‐making tasks. In response to errors in the use of the present third person singular verb forms, participants received recasts. L2 development was measured through oral production, written production, and elicited imitation tests. Aptitude was assessed through LLAMA D, LLAMA E, and LLAMA F. Less cognitively demanding tasks were more beneficial. Participants’ performance on LLAMA E predicted L2 gains measured through elicited imitation, and their LLAMA D scores predicted development measured through the oral and written production tests under complex task conditions. Open Practices This article has been awarded Open Data and Open Materials badges. The data and materials from this study are publicly accessible via the IRIS digital repository at http://www.iris-database.org. Learn more about the Open Practices badges from the Center for Open Science: https://osf.io/tvyxz/wiki.

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“…The prompt group in our study apparently failed to receive this message as strongly as the explicit recast group did, and therefore, may not have ascribed much importance to their errors. Further studies are required to examine how CF effectiveness is mediated by learners' attitude towards error correction in general, and how teachers can manipulate learners' perception of CF in a positive way (see for example, Sato & Loewen, 2018).…”

Section: ) L1mentioning

confidence: 99%

The Effects of Explicit Recasts and Output-only Prompts on Learning L2 Grammar

Sarandi¹,

Çeli̇k²

2018

HUJE

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This quasi-experimental study investigates the potential benefits of two types of corrective feedback strategies, explicit recasts and output-only prompts, on the acquisition of English third person '-s'. Thirty-six language learners in three intact classes from a university in Istanbul were assigned into two experimental groups and a control group and completed communicative tasks that made the use of the target language necessary. The explicit recast was operationalized as repetition of erroneous utterances followed by supra-segmental manipulation where stress and intonation were employed to make the corrective force of recasts salient. Output-only prompts were operationalized as repetition and elicitation. Acquisition was measured through untimed grammaticality judgment tests (UGJT) and oral narration tasks that were administered prior to the instructions, immediately after the instructions and 10 days later. The analysis of data revealed a clear advantage of explicit recast on the oral measures of the immediate posttest, and to lesser extent, the delayed posttest. The findings suggested that, at least in some EFL contexts, explicit recasts might have a more positive impact on the acquisition process than output-only prompts.

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Metacognitive Instruction Enhances the Effectiveness of Corrective Feedback: Variable Effects of Feedback Types and Linguistic Targets

Cited by 155 publications

References 92 publications

The impact of peer corrective feedback on vocabulary development

The impact of peer corrective feedback on vocabulary development

The Roles of Recasts, Task Complexity, and Aptitude in Child Second Language Development

The Effects of Explicit Recasts and Output-only Prompts on Learning L2 Grammar

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