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The Relative Effects of Implicit and Explicit Corrective Feedback on the Acquisition of 3rd Person '-s' by Chinese University Students: A Classroom-Based Study

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Title: The Relative Effects of Implicit and Explicit Corrective Feedback on the Acquisition of 3rd Person '-s' by Chinese University Students: A Classroom-Based Study
Language: English
Authors: Zhao, Yongbin (ORCID 0000-0002-5548-7907), Ellis, Rod (ORCID 0000-0003-0131-1743)
Source: Language Teaching Research. May 2022 26(3):361-381.
Availability: SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com
Peer Reviewed: Y
Page Count: 21
Publication Date: 2022
Document Type: Journal Articles
Reports - Research
Education Level: Higher Education
Postsecondary Education
Descriptors: Error Correction, Feedback (Response), Second Language Instruction, Second Language Learning, Undergraduate Students, Morphemes, Grammar, Task Analysis, Pretests Posttests, Comparative Analysis, Language Tests, Decision Making, Accuracy, Teaching Methods, Scores, Foreign Countries, English (Second Language)
Geographic Terms: China
DOI: 10.1177/1362168820903343
ISSN: 1362-1688
Abstract: This article reports a classroom-based study of the effects of two types of corrective feedback (CF) on the acquisition of 3rd person "-s." One hundred and nine Chinese university students completed three communicative tasks: One group received implicit CF consisting of a single corrective move (implicit recasts), a second group received explicit CF consisting of a dual corrective move (a prompt followed by a more explicit recast), a third group performed the tasks without feedback, and a control group just completed two tests. The groups completed two pre-tests, immediate post-tests and delayed post-tests. Gains in accuracy in a test of procedural knowledge (an elicited imitation test) and in a test of declarative knowledge (an untimed grammaticality judgement test) were evident in the first three groups but with few differences among the test scores of these groups. No gains occurred in the test control group. Explicit feedback involving a dual feedback move elicited more uptake-with-repair but this was unrelated to gains in accuracy and overall the implicit CF involving a single feedback move was as effective as the explicit. This finding, which was unexpected, may reflect the Chinese learners' general orientation to form in this particular classroom context.
Abstractor: As Provided
Entry Date: 2022
Accession Number: EJ1333793
Database: ERIC
FullText Text:
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  Data: The Relative Effects of Implicit and Explicit Corrective Feedback on the Acquisition of 3rd Person '-s' by Chinese University Students: A Classroom-Based Study
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  Data: <searchLink fieldCode="AR" term="%22Zhao%2C+Yongbin%22">Zhao, Yongbin</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-5548-7907">0000-0002-5548-7907</externalLink>)<br /><searchLink fieldCode="AR" term="%22Ellis%2C+Rod%22">Ellis, Rod</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0003-0131-1743">0000-0003-0131-1743</externalLink>)
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  Data: <searchLink fieldCode="SO" term="%22Language+Teaching+Research%22"><i>Language Teaching Research</i></searchLink>. May 2022 26(3):361-381.
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  Data: SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com
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  Data: Y
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  Data: 21
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  Data: 2022
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  Data: Journal Articles<br />Reports - Research
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  Data: <searchLink fieldCode="DE" term="%22China%22">China</searchLink>
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  Data: 10.1177/1362168820903343
– Name: ISSN
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  Data: 1362-1688
– Name: Abstract
  Label: Abstract
  Group: Ab
  Data: This article reports a classroom-based study of the effects of two types of corrective feedback (CF) on the acquisition of 3rd person "-s." One hundred and nine Chinese university students completed three communicative tasks: One group received implicit CF consisting of a single corrective move (implicit recasts), a second group received explicit CF consisting of a dual corrective move (a prompt followed by a more explicit recast), a third group performed the tasks without feedback, and a control group just completed two tests. The groups completed two pre-tests, immediate post-tests and delayed post-tests. Gains in accuracy in a test of procedural knowledge (an elicited imitation test) and in a test of declarative knowledge (an untimed grammaticality judgement test) were evident in the first three groups but with few differences among the test scores of these groups. No gains occurred in the test control group. Explicit feedback involving a dual feedback move elicited more uptake-with-repair but this was unrelated to gains in accuracy and overall the implicit CF involving a single feedback move was as effective as the explicit. This finding, which was unexpected, may reflect the Chinese learners' general orientation to form in this particular classroom context.
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        Value: 10.1177/1362168820903343
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      – SubjectFull: Error Correction
        Type: general
      – SubjectFull: Feedback (Response)
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      – SubjectFull: China
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      – TitleFull: The Relative Effects of Implicit and Explicit Corrective Feedback on the Acquisition of 3rd Person '-s' by Chinese University Students: A Classroom-Based Study
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