Using meta-analysis of technique and timing to optimize corrective feedback for specific grammatical features
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Asian-Pacific Journal of Second and Foreign Language Education
ORIGINAL ARTICLE
Open Access
Using meta-analysis of technique and timing to optimize corrective feedback for specific grammatical features Andrew Schenck1,2 Correspondence: Schenck@hotmail. com 1 The State University of New York (SUNY) Korea, Incheon, South Korea 2 SUNY Korea, 119 Songdo Moonhwa-Ro, Incheon 21985, South Korea
Abstract Grammar varies in semantic, morphosyntactic, and phonological complexity, which may influence what type of Corrective Feedback (CF) is effective. The present study was designed to investigate the best form of CF for each grammatical feature, in conjunction with associated variables such as learner proficiency level and L1 influence. Fifteen studies, all of which had English as a Foreign Language (EFL) learners with a Korean L1 and productive measures of speech or writing, were selected for study. Results suggest that grammatical features which are very similar to the L1 may benefit more from implicit reformulations (recasts). Explicit CF (direct and metalinguistic feedback) appears more useful for semantically and syntactically complex features such as the English article and past hypothetical conditional. Finally, research of proficiency level suggests that timely emphasis of specific grammatical features is needed in order for CF to be effective. Keywords: Grammar, Corrective feedback, Proficiency, L1, Korean
Introduction Commenting “on the appropriateness or correctness of learners’ production or comprehension of a second language” (Li & Vuono, 2019, p. 94), otherwise known as Corrective Feedback (CF), has been hotly debated among scholars of second language acquisition. Some researchers suggest that written CF is effective (Bitchener, Young, & Cameron, 2005; Chen, Nassaji, & Liu, 2016; Ferris, 2004; Shintani & Ellis, 2013), while others assert that it is largely unnecessary (Truscott, 1996, 1999). Some scholars contend that oral recasts are very useful (Banaruee, Khatin-Zadeh, & Ruegg, 2018; Goo & Mackey, 2013; Sakai, 2011), while others argue that their utility is overstated (Ellis & Sheen, 2006). In reality, it is this lack of consensus about CF which reveals a fundamental gap in our understanding. In order to close the gap in our understanding of CF, learner characteristics have been heavily investigated. Research on anxiety suggests that less anxious learners benefit from both implicit and explicit forms of CF, while learners with high anxiety benefit more from less obtrusive, implicit forms of feedback (Rassaei, 2015; Sheen, 2008). Other research has revealed that learner variables such as attitude, age, aptitude, and © The Author(s). 2020 Open Access This article is licensed under a Creative Commons Attribution 4.0 International License, which permits use, sharing, adaptation, distribution and reproduction in any medium or format, as long as you give appropriate credit to the original author(s) and the source, provide a link to the Creative Commons licence, and indicate if changes were made. The images or ot
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