The associations between foreign language anxiety and the effectiveness of immediate and delayed corrective feedback.
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| Title: | The associations between foreign language anxiety and the effectiveness of immediate and delayed corrective feedback. |
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| Authors: | Fu, Mengxia1, Li, Shaofeng2 sli9@fsu.edu |
| Source: | Foreign Language Annals. Mar2024, Vol. 57 Issue 1, p201-228. 28p. |
| Subject Terms: | *English as a foreign language, *Foreign language education, *Anxiety, *Effective teaching, *Cognitive ability |
| Abstract: | This article reports on a study exploring the associations between foreign language anxiety and the effectiveness of immediate and delayed corrective feedback (CF) in the acquisition of the English past tense. One hundred and two middle school English as a foreign language (EFL) learners responded to the Foreign Language Classroom Anxiety Scale for the purpose of gauging their foreign language anxiety. They were then assigned to three conditions: Immediate CF, Delayed CF, and Task Only. The three groups performed six communicative tasks in three treatment sessions, two in each session, which aimed to elicit the learners' use of the English past tense. The Immediate and Delayed CF groups received CF treatments during task performance in the first and final treatment sessions, respectively, and the Task Only group performed the learning tasks without receiving any CF treatment. The results showed that anxiety was a significant predictor of Delayed CF but not Immediate CF and Task Only. Drawing on attentional control theory, we interpret the results as suggesting that the debilitative impact of anxiety on L2 learning is triggered by a heavier processing burden delayed CF imposes on learners' cognitive resources. The Challenge: Does foreign language anxiety always have a negative effect on second language development? What is the relationship between anxiety and the timing of corrective feedback? This study examines whether anxiety is differentially associated with the effectiveness of immediate and delayed corrective feedback provided at the initial and a later stage of an instructional cycle in response to young EFL learners' nontarget‐like use of the English past tense. [ABSTRACT FROM AUTHOR] |
| Copyright of Foreign Language Annals is the property of Wiley-Blackwell and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.) | |
| Database: | Education Research Complete |
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