View in EDS

Effects of Written Feedback and Revision on Learners' Accuracy in Using Two English Grammatical Structures

Saved in:
Bibliographic Details
Title: Effects of Written Feedback and Revision on Learners' Accuracy in Using Two English Grammatical Structures
Language: English
Authors: Shintani, Natsuko, Ellis, Rod, Suzuki, Wataru
Source: Language Learning. Mar 2014 64(1):103-131.
Availability: Wiley-Blackwell. 350 Main Street, Malden, MA 02148. Tel: 800-835-6770; Tel: 781-388-8598; Fax: 781-388-8232; e-mail: cs-journals@wiley.com; Web site: http://www.wiley.com/WileyCDA/
Peer Reviewed: Y
Page Count: 29
Publication Date: 2014
Document Type: Journal Articles
Reports - Research
Education Level: Higher Education
Postsecondary Education
Descriptors: Feedback (Response), Accuracy, Error Correction, Metalinguistics, Japanese, Native Language, College Students, English (Second Language), Second Language Learning, Grammar, Instructional Effectiveness, Second Language Instruction, Syntax, Teaching Methods, Comparative Analysis, Form Classes (Languages)
DOI: 10.1111/lang.12029
ISSN: 0023-8333
Abstract: The study compared the effects of two types of form-focused written feedback--direct corrective feedback (DCF) and metalinguistic explanation (ME) given to the whole class--on Japanese university students' accuracy of use of two grammatical structures: indefinite article and the hypothetical conditional. Both types of feedback were given with and without an opportunity to rewrite. Accuracy of use was measured in new pieces of writing. The feedback led to increased accuracy for the hypothetical conditional but not for the indefinite article. The effectiveness of the DCF proved longer lasting than the ME. Also, providing opportunity for revision enhanced the effect of the feedback. Overall, DCF followed by revision proved the most effective type of feedback. The results suggest that when form-focused written feedback is directed at two features that vary in saliency and complexity, learners are likely to focus on the structure that contributes more to the global meaning of the text. The results also indicate that directly correcting the errors learners make with respect to a complex syntactical structure is more beneficial than giving them a metalinguistic explanation.
Abstractor: As Provided
Number of References: 52
Entry Date: 2014
Accession Number: EJ1030048
Database: ERIC
FullText Text:
  Availability: 0
Header DbId: eric
DbLabel: ERIC
An: EJ1030048
AccessLevel: 3
PubType: Academic Journal
PubTypeId: academicJournal
PreciseRelevancyScore: 0
IllustrationInfo
Items – Name: Title
  Label: Title
  Group: Ti
  Data: Effects of Written Feedback and Revision on Learners' Accuracy in Using Two English Grammatical Structures
– Name: Language
  Label: Language
  Group: Lang
  Data: English
– Name: Author
  Label: Authors
  Group: Au
  Data: <searchLink fieldCode="AR" term="%22Shintani%2C+Natsuko%22">Shintani, Natsuko</searchLink><br /><searchLink fieldCode="AR" term="%22Ellis%2C+Rod%22">Ellis, Rod</searchLink><br /><searchLink fieldCode="AR" term="%22Suzuki%2C+Wataru%22">Suzuki, Wataru</searchLink>
– Name: TitleSource
  Label: Source
  Group: Src
  Data: <searchLink fieldCode="SO" term="%22Language+Learning%22"><i>Language Learning</i></searchLink>. Mar 2014 64(1):103-131.
– Name: Avail
  Label: Availability
  Group: Avail
  Data: Wiley-Blackwell. 350 Main Street, Malden, MA 02148. Tel: 800-835-6770; Tel: 781-388-8598; Fax: 781-388-8232; e-mail: cs-journals@wiley.com; Web site: http://www.wiley.com/WileyCDA/
– Name: PeerReviewed
  Label: Peer Reviewed
  Group: SrcInfo
  Data: Y
– Name: Pages
  Label: Page Count
  Group: Src
  Data: 29
– Name: DatePubCY
  Label: Publication Date
  Group: Date
  Data: 2014
– Name: TypeDocument
  Label: Document Type
  Group: TypDoc
  Data: Journal Articles<br />Reports - Research
– Name: Audience
  Label: Education Level
  Group: Audnce
  Data: <searchLink fieldCode="EL" term="%22Higher+Education%22">Higher Education</searchLink><br /><searchLink fieldCode="EL" term="%22Postsecondary+Education%22">Postsecondary Education</searchLink>
– Name: Subject
  Label: Descriptors
  Group: Su
  Data: <searchLink fieldCode="DE" term="%22Feedback+%28Response%29%22">Feedback (Response)</searchLink><br /><searchLink fieldCode="DE" term="%22Accuracy%22">Accuracy</searchLink><br /><searchLink fieldCode="DE" term="%22Error+Correction%22">Error Correction</searchLink><br /><searchLink fieldCode="DE" term="%22Metalinguistics%22">Metalinguistics</searchLink><br /><searchLink fieldCode="DE" term="%22Japanese%22">Japanese</searchLink><br /><searchLink fieldCode="DE" term="%22Native+Language%22">Native Language</searchLink><br /><searchLink fieldCode="DE" term="%22College+Students%22">College Students</searchLink><br /><searchLink fieldCode="DE" term="%22English+%28Second+Language%29%22">English (Second Language)</searchLink><br /><searchLink fieldCode="DE" term="%22Second+Language+Learning%22">Second Language Learning</searchLink><br /><searchLink fieldCode="DE" term="%22Grammar%22">Grammar</searchLink><br /><searchLink fieldCode="DE" term="%22Instructional+Effectiveness%22">Instructional Effectiveness</searchLink><br /><searchLink fieldCode="DE" term="%22Second+Language+Instruction%22">Second Language Instruction</searchLink><br /><searchLink fieldCode="DE" term="%22Syntax%22">Syntax</searchLink><br /><searchLink fieldCode="DE" term="%22Teaching+Methods%22">Teaching Methods</searchLink><br /><searchLink fieldCode="DE" term="%22Comparative+Analysis%22">Comparative Analysis</searchLink><br /><searchLink fieldCode="DE" term="%22Form+Classes+%28Languages%29%22">Form Classes (Languages)</searchLink>
– Name: DOI
  Label: DOI
  Group: ID
  Data: 10.1111/lang.12029
– Name: ISSN
  Label: ISSN
  Group: ISSN
  Data: 0023-8333
– Name: Abstract
  Label: Abstract
  Group: Ab
  Data: The study compared the effects of two types of form-focused written feedback--direct corrective feedback (DCF) and metalinguistic explanation (ME) given to the whole class--on Japanese university students' accuracy of use of two grammatical structures: indefinite article and the hypothetical conditional. Both types of feedback were given with and without an opportunity to rewrite. Accuracy of use was measured in new pieces of writing. The feedback led to increased accuracy for the hypothetical conditional but not for the indefinite article. The effectiveness of the DCF proved longer lasting than the ME. Also, providing opportunity for revision enhanced the effect of the feedback. Overall, DCF followed by revision proved the most effective type of feedback. The results suggest that when form-focused written feedback is directed at two features that vary in saliency and complexity, learners are likely to focus on the structure that contributes more to the global meaning of the text. The results also indicate that directly correcting the errors learners make with respect to a complex syntactical structure is more beneficial than giving them a metalinguistic explanation.
– Name: AbstractInfo
  Label: Abstractor
  Group: Ab
  Data: As Provided
– Name: Ref
  Label: Number of References
  Group: RefInfo
  Data: 52
– Name: DateEntry
  Label: Entry Date
  Group: Date
  Data: 2014
– Name: AN
  Label: Accession Number
  Group: ID
  Data: EJ1030048
PLink https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=eric&AN=EJ1030048
RecordInfo BibRecord:
  BibEntity:
    Identifiers:
      – Type: doi
        Value: 10.1111/lang.12029
    Languages:
      – Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 29
        StartPage: 103
    Subjects:
      – SubjectFull: Feedback (Response)
        Type: general
      – SubjectFull: Accuracy
        Type: general
      – SubjectFull: Error Correction
        Type: general
      – SubjectFull: Metalinguistics
        Type: general
      – SubjectFull: Japanese
        Type: general
      – SubjectFull: Native Language
        Type: general
      – SubjectFull: College Students
        Type: general
      – SubjectFull: English (Second Language)
        Type: general
      – SubjectFull: Second Language Learning
        Type: general
      – SubjectFull: Grammar
        Type: general
      – SubjectFull: Instructional Effectiveness
        Type: general
      – SubjectFull: Second Language Instruction
        Type: general
      – SubjectFull: Syntax
        Type: general
      – SubjectFull: Teaching Methods
        Type: general
      – SubjectFull: Comparative Analysis
        Type: general
      – SubjectFull: Form Classes (Languages)
        Type: general
    Titles:
      – TitleFull: Effects of Written Feedback and Revision on Learners' Accuracy in Using Two English Grammatical Structures
        Type: main
  BibRelationships:
    HasContributorRelationships:
      – PersonEntity:
          Name:
            NameFull: Shintani, Natsuko
      – PersonEntity:
          Name:
            NameFull: Ellis, Rod
      – PersonEntity:
          Name:
            NameFull: Suzuki, Wataru
    IsPartOfRelationships:
      – BibEntity:
          Dates:
            – D: 01
              M: 03
              Type: published
              Y: 2014
          Identifiers:
            – Type: issn-print
              Value: 0023-8333
          Numbering:
            – Type: volume
              Value: 64
            – Type: issue
              Value: 1
          Titles:
            – TitleFull: Language Learning
              Type: main
ResultId 1