View in EDS

The Effects of Explicit and Implicit Oral Corrective Feedback on L2 Learning: The Case of That-Trace Filter

Saved in:
Bibliographic Details
Title: The Effects of Explicit and Implicit Oral Corrective Feedback on L2 Learning: The Case of That-Trace Filter
Language: English
Authors: Sam Salmi (ORCID 0009-0004-9527-0333), Mohammad Taghi Farvardin (ORCID 0000-0003-4998-8681)
Source: Language Teaching Research Quarterly. 2025 47:40-56.
Availability: European Knowledge Development (EUROKD). e-mail: editorial@eurokd.com; Web site: https://www.eurokd.com/journal/jd/1
Peer Reviewed: Y
Page Count: 17
Publication Date: 2025
Document Type: Journal Articles
Reports - Research
Descriptors: Error Correction, Feedback (Response), Language Tests, Grammar, Decision Making, Comparative Analysis, Teaching Methods, Receptive Language, Expressive Language, Metalinguistics, English (Second Language), Second Language Learning, Second Language Instruction, Writing Tests, Cues, Instructional Effectiveness, Learning Processes
ISSN: 2667-6753
Abstract: The purpose of this study was to examine the effectiveness of explicit corrective feedback (CF) strategies (i.e., metalinguistic feedback and explicit correction) versus implicit CF methods (i.e., recasts and explanation questions) in helping English language learners acquire the that-trace filter. To this end, one hundred twenty intermediate English learners were recruited. Each participant was randomly assigned to one of five groups: control, recast, metalinguistic feedback, explicit correction, and clarification request. The participants were given a written production test (WPT) and a grammaticality judgment test (GJT) as pre- and posttests, respectively. The experimental groups underwent two sessions of treatment that included interactive activities. These activities were designed as information-gap tasks that utilized the that-trace filter. Participants received CF that focused on their wrong answers based on the groups they were assigned to. The posttest results indicated that the experimental groups significantly outperformed the control group. When comparing the experimental groups' results on receptive and productive tests, however, no statistically significant differences were found. In addition, a semi-structured interview was conducted with 12 individuals. The findings indicate that teachers' CF has a significant role in enhancing students' acquisition of L2 complex grammar structures.
Abstractor: As Provided
Entry Date: 2025
Accession Number: EJ1472386
Database: ERIC
FullText Text:
  Availability: 0
CustomLinks:
  – Url: https://eric.ed.gov/contentdelivery/servlet/ERICServlet?accno=EJ1472386
    Name: ERIC Full Text
    Category: fullText
    Text: Full Text from ERIC
Header DbId: eric
DbLabel: ERIC
An: EJ1472386
AccessLevel: 3
PubType: Academic Journal
PubTypeId: academicJournal
PreciseRelevancyScore: 0
IllustrationInfo
Items – Name: Title
  Label: Title
  Group: Ti
  Data: The Effects of Explicit and Implicit Oral Corrective Feedback on L2 Learning: The Case of That-Trace Filter
– Name: Language
  Label: Language
  Group: Lang
  Data: English
– Name: Author
  Label: Authors
  Group: Au
  Data: <searchLink fieldCode="AR" term="%22Sam+Salmi%22">Sam Salmi</searchLink> (ORCID <externalLink term="https://orcid.org/0009-0004-9527-0333">0009-0004-9527-0333</externalLink>)<br /><searchLink fieldCode="AR" term="%22Mohammad+Taghi+Farvardin%22">Mohammad Taghi Farvardin</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0003-4998-8681">0000-0003-4998-8681</externalLink>)
– Name: TitleSource
  Label: Source
  Group: Src
  Data: <searchLink fieldCode="SO" term="%22Language+Teaching+Research+Quarterly%22"><i>Language Teaching Research Quarterly</i></searchLink>. 2025 47:40-56.
– Name: Avail
  Label: Availability
  Group: Avail
  Data: European Knowledge Development (EUROKD). e-mail: editorial@eurokd.com; Web site: https://www.eurokd.com/journal/jd/1
– Name: PeerReviewed
  Label: Peer Reviewed
  Group: SrcInfo
  Data: Y
– Name: Pages
  Label: Page Count
  Group: Src
  Data: 17
– Name: DatePubCY
  Label: Publication Date
  Group: Date
  Data: 2025
– Name: TypeDocument
  Label: Document Type
  Group: TypDoc
  Data: Journal Articles<br />Reports - Research
– Name: Subject
  Label: Descriptors
  Group: Su
  Data: <searchLink fieldCode="DE" term="%22Error+Correction%22">Error Correction</searchLink><br /><searchLink fieldCode="DE" term="%22Feedback+%28Response%29%22">Feedback (Response)</searchLink><br /><searchLink fieldCode="DE" term="%22Language+Tests%22">Language Tests</searchLink><br /><searchLink fieldCode="DE" term="%22Grammar%22">Grammar</searchLink><br /><searchLink fieldCode="DE" term="%22Decision+Making%22">Decision Making</searchLink><br /><searchLink fieldCode="DE" term="%22Comparative+Analysis%22">Comparative Analysis</searchLink><br /><searchLink fieldCode="DE" term="%22Teaching+Methods%22">Teaching Methods</searchLink><br /><searchLink fieldCode="DE" term="%22Receptive+Language%22">Receptive Language</searchLink><br /><searchLink fieldCode="DE" term="%22Expressive+Language%22">Expressive Language</searchLink><br /><searchLink fieldCode="DE" term="%22Metalinguistics%22">Metalinguistics</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="%22Second+Language+Instruction%22">Second Language Instruction</searchLink><br /><searchLink fieldCode="DE" term="%22Writing+Tests%22">Writing Tests</searchLink><br /><searchLink fieldCode="DE" term="%22Cues%22">Cues</searchLink><br /><searchLink fieldCode="DE" term="%22Instructional+Effectiveness%22">Instructional Effectiveness</searchLink><br /><searchLink fieldCode="DE" term="%22Learning+Processes%22">Learning Processes</searchLink>
– Name: ISSN
  Label: ISSN
  Group: ISSN
  Data: 2667-6753
– Name: Abstract
  Label: Abstract
  Group: Ab
  Data: The purpose of this study was to examine the effectiveness of explicit corrective feedback (CF) strategies (i.e., metalinguistic feedback and explicit correction) versus implicit CF methods (i.e., recasts and explanation questions) in helping English language learners acquire the that-trace filter. To this end, one hundred twenty intermediate English learners were recruited. Each participant was randomly assigned to one of five groups: control, recast, metalinguistic feedback, explicit correction, and clarification request. The participants were given a written production test (WPT) and a grammaticality judgment test (GJT) as pre- and posttests, respectively. The experimental groups underwent two sessions of treatment that included interactive activities. These activities were designed as information-gap tasks that utilized the that-trace filter. Participants received CF that focused on their wrong answers based on the groups they were assigned to. The posttest results indicated that the experimental groups significantly outperformed the control group. When comparing the experimental groups' results on receptive and productive tests, however, no statistically significant differences were found. In addition, a semi-structured interview was conducted with 12 individuals. The findings indicate that teachers' CF has a significant role in enhancing students' acquisition of L2 complex grammar structures.
– Name: AbstractInfo
  Label: Abstractor
  Group: Ab
  Data: As Provided
– Name: DateEntry
  Label: Entry Date
  Group: Date
  Data: 2025
– Name: AN
  Label: Accession Number
  Group: ID
  Data: EJ1472386
PLink https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=eric&AN=EJ1472386
RecordInfo BibRecord:
  BibEntity:
    Languages:
      – Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 17
        StartPage: 40
    Subjects:
      – SubjectFull: Error Correction
        Type: general
      – SubjectFull: Feedback (Response)
        Type: general
      – SubjectFull: Language Tests
        Type: general
      – SubjectFull: Grammar
        Type: general
      – SubjectFull: Decision Making
        Type: general
      – SubjectFull: Comparative Analysis
        Type: general
      – SubjectFull: Teaching Methods
        Type: general
      – SubjectFull: Receptive Language
        Type: general
      – SubjectFull: Expressive Language
        Type: general
      – SubjectFull: Metalinguistics
        Type: general
      – SubjectFull: English (Second Language)
        Type: general
      – SubjectFull: Second Language Learning
        Type: general
      – SubjectFull: Second Language Instruction
        Type: general
      – SubjectFull: Writing Tests
        Type: general
      – SubjectFull: Cues
        Type: general
      – SubjectFull: Instructional Effectiveness
        Type: general
      – SubjectFull: Learning Processes
        Type: general
    Titles:
      – TitleFull: The Effects of Explicit and Implicit Oral Corrective Feedback on L2 Learning: The Case of That-Trace Filter
        Type: main
  BibRelationships:
    HasContributorRelationships:
      – PersonEntity:
          Name:
            NameFull: Sam Salmi
      – PersonEntity:
          Name:
            NameFull: Mohammad Taghi Farvardin
    IsPartOfRelationships:
      – BibEntity:
          Dates:
            – D: 01
              M: 01
              Type: published
              Y: 2025
          Identifiers:
            – Type: issn-electronic
              Value: 2667-6753
          Numbering:
            – Type: volume
              Value: 47
          Titles:
            – TitleFull: Language Teaching Research Quarterly
              Type: main
ResultId 1