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The Effects of the Timing of Corrective Feedback on the Acquisition of a New Linguistic Structure

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Title: The Effects of the Timing of Corrective Feedback on the Acquisition of a New Linguistic Structure
Language: English
Authors: Li, Shaofeng, Zhu, Yan, Ellis, Rod
Source: Modern Language Journal. Spr 2016 100(1):276-295.
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: 20
Publication Date: 2016
Document Type: Journal Articles
Reports - Research
Education Level: Middle Schools
Secondary Education
Junior High Schools
Descriptors: Error Correction, Feedback (Response), English (Second Language), Second Language Learning, Middle School Students, Second Language Instruction, Foreign Countries, Task Analysis, Comparative Analysis, Control Groups, Cues, Experimental Groups, Oral Language, Imitation, Scores, Grammar, Teaching Methods
Geographic Terms: China
DOI: 10.1111/modl.12315
ISSN: 0026-7902
Abstract: The article reports on a study investigating the comparative effects of immediate and delayed corrective feedback in learning the English past passive construction, a linguistic structure of which the learners had little prior knowledge. A total of 120 learners of English as a foreign language (EFL) from 4 intact classes at a Chinese middle school were randomly assigned to conditions: immediate feedback, delayed feedback, task-only, and control. The 3 experimental groups attended a 2-hour treatment session where they performed 2 dictogloss (narrative) tasks in groups, each followed by a reporting phase in which they took turns telling the narrative to the class. The 2 feedback groups received either immediate or delayed corrective feedback in the form of a prompt, followed by recasts of utterances containing errors in their use of the target structure. No effect for the corrective feedback was found on elicited imitation test scores, but both the immediate and delayed feedback resulted in gains in grammaticality judgment test scores, with immediate feedback showing some advantage over delayed feedback. We interpret these results as showing that the feedback only aided the development of declarative/explicit knowledge and that the advantage found for immediate feedback was due to the learners using the feedback progressively in the production of new past passive sentences, whereas this did not occur in the delayed feedback condition.
Abstractor: As Provided
Entry Date: 2016
Accession Number: EJ1094901
Database: ERIC
FullText Text:
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  Data: The Effects of the Timing of Corrective Feedback on the Acquisition of a New Linguistic Structure
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  Data: <searchLink fieldCode="AR" term="%22Li%2C+Shaofeng%22">Li, Shaofeng</searchLink><br /><searchLink fieldCode="AR" term="%22Zhu%2C+Yan%22">Zhu, Yan</searchLink><br /><searchLink fieldCode="AR" term="%22Ellis%2C+Rod%22">Ellis, Rod</searchLink>
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  Data: <searchLink fieldCode="SO" term="%22Modern+Language+Journal%22"><i>Modern Language Journal</i></searchLink>. Spr 2016 100(1):276-295.
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  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
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  Data: 20
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  Data: Journal Articles<br />Reports - Research
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  Data: <searchLink fieldCode="EL" term="%22Middle+Schools%22">Middle Schools</searchLink><br /><searchLink fieldCode="EL" term="%22Secondary+Education%22">Secondary Education</searchLink><br /><searchLink fieldCode="EL" term="%22Junior+High+Schools%22">Junior High Schools</searchLink>
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  Data: <searchLink fieldCode="DE" term="%22China%22">China</searchLink>
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  Data: 10.1111/modl.12315
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  Data: 0026-7902
– Name: Abstract
  Label: Abstract
  Group: Ab
  Data: The article reports on a study investigating the comparative effects of immediate and delayed corrective feedback in learning the English past passive construction, a linguistic structure of which the learners had little prior knowledge. A total of 120 learners of English as a foreign language (EFL) from 4 intact classes at a Chinese middle school were randomly assigned to conditions: immediate feedback, delayed feedback, task-only, and control. The 3 experimental groups attended a 2-hour treatment session where they performed 2 dictogloss (narrative) tasks in groups, each followed by a reporting phase in which they took turns telling the narrative to the class. The 2 feedback groups received either immediate or delayed corrective feedback in the form of a prompt, followed by recasts of utterances containing errors in their use of the target structure. No effect for the corrective feedback was found on elicited imitation test scores, but both the immediate and delayed feedback resulted in gains in grammaticality judgment test scores, with immediate feedback showing some advantage over delayed feedback. We interpret these results as showing that the feedback only aided the development of declarative/explicit knowledge and that the advantage found for immediate feedback was due to the learners using the feedback progressively in the production of new past passive sentences, whereas this did not occur in the delayed feedback condition.
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  Data: 2016
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  Data: EJ1094901
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        Value: 10.1111/modl.12315
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      – Text: English
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        PageCount: 20
        StartPage: 276
    Subjects:
      – SubjectFull: Error Correction
        Type: general
      – SubjectFull: Feedback (Response)
        Type: general
      – SubjectFull: English (Second Language)
        Type: general
      – SubjectFull: Second Language Learning
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      – SubjectFull: Grammar
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      – SubjectFull: Teaching Methods
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      – SubjectFull: China
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      – TitleFull: The Effects of the Timing of Corrective Feedback on the Acquisition of a New Linguistic Structure
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