The effect of feedback timing on L2 Spanish vocabulary acquisition in synchronous computer-mediated communication

Abstract

The benefits of corrective feedback (CF) for second language (L2) learning are empirically attested, and multiple factors mediating CF effectiveness have been investigated. However, the timing of oral CF has received less attention given most research examines corrections provided immediately after an error. Delayed CF also warrants investigation; it occurs naturally in L2 classrooms and may be an appealing alternative in online learning contexts. Existing CF timing research shows either no significant differences between immediate and delayed CF, or advantages for immediate CF. To elucidate mixed findings, more CF timing studies are needed, especially those considering the effects of factors such as CF type, linguistic target and communication mode. Regarding communication mode, the effect of CF timing on errors made during text-based synchronous computer-mediated communication (SCMC), for instance, has received less attention. Examining text-based SCMC is important given its empirically attested benefits for L2 learning, and in some cases its advantage over face-to-face interaction for fostering CF effectiveness. Investigating the role of CF timing on errors made in text-based SCMC will contribute to efforts to maximize CF effectiveness in online learning environments, which are becoming increasingly common. In this study, 30 third-year learners of Spanish as a foreign language completed a one-way information-gap task with an interlocutor using Skype text-chat. On vocabulary errors, learners received either immediate or delayed error repetition plus recast, or no CF. Results revealed both CF groups significantly outperformed the comparison group on an oral picture description task, with no significant differences between immediate and delayed CF. Results may be due to the salience of the CF modality, type, and target.

The interaction between inhibitory control and corrective feedback timing

“…Previous research has investigated whether timing moderates the effectiveness of feedback in face-to-face communication. The results of this research were inconclusive, with some studies (e.g., Li, Zhu & Ellis, 2016, Shintani & Aubrey, 2016 showing an advantage for immediate feedback and others showing no difference between conditions (e.g., Henderson, 2019;Quinn, 2014). More than that, the results of face-to-face communication studies may not be generalized to contexts where feedback is provided during or after text-based SCMC tasks.…”

Effectiveness of explicit and implicit corrective feedback in a video-based SCMC environment

“…Shintani and Aubrey (2016) investigated the effect of CF on the use of hypothetical conditionals and found that the group that received CF during text chat improved significantly over time. Henderson (2021) provided further support for CF in text-based SCMC in a recent study where CF delivered during text chat was found to help learners improve on L2 vocabulary development.…”

“…These studies indicate that CF provided through text-based SCMC can play a facilitative role in L2 acquisition. (Baralt, 2013;Henderson, 2021;Sachs & Suh, 2007;Shintani & Aubrey, 2016;Yilmaz, 2012;Yilmaz & Yuksel, 2011). Yilmaz (2012), for example, examined the effect of CF on the acquisition of two inflectional morphemes in Turkish in text-based SCMC and faceto-face conditions.…”

Optimal timing of treatment for errors in second language learning – A systematic review of corrective feedback timing

“…These studies unanimously agreed that the advantages found for the immediate CF on the post-test might be that learners in this timing condition were able to make a cognitive comparison. Only one study found no significant differences between immediate and delayed feedback when learning Spanish vocabulary (Henderson, 2021). Henderson (2021) argued that 'the salient nature of the modality, type and target of the CF may have neutralized a timing effect' (p. 100).…”

“…Only one study found no significant differences between immediate and delayed feedback when learning Spanish vocabulary (Henderson, 2021). Henderson (2021) argued that 'the salient nature of the modality, type and target of the CF may have neutralized a timing effect' (p. 100).…”