The effects of task repetition and corrective feedback on L2 writing development.
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| Title: | The effects of task repetition and corrective feedback on L2 writing development. |
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| Authors: | Kim, Jeungeun1 (AUTHOR), Li, Shaofeng2 (AUTHOR) shaofeng.li@polyu.edu.hk |
| Source: | Language Learning Journal. Dec2025, Vol. 53 Issue 6, p729-744. 16p. |
| Subject Terms: | *English language writing, *Repetition (Learning process), *Formative evaluation, *Limited English-proficient students, *Learning strategies, Linguistics |
| Abstract: | This study examines the joint effects of task repetition and corrective feedback on EFL learners' writing accuracy. Two types of task repetition were investigated: identical repetition where learners repeated the same task, and procedural repetition where learners performed tasks with different content following the same procedure. Under each repetition condition, learners received direct correction or metalinguistic feedback on their erroneous use of three linguistic structures: the past tense, articles, and prepositions. 80 Korean university EFL learners were randomly assigned to four groups: identical repetition + direct feedback, identical repetition + metalinguistic feedback, procedural repetition + direct feedback, and procedural repetition + metalinguistic feedback, and received one of the four instructional treatments. The results showed that (1) procedural repetition was superior to identical repetition in enhancing learners' writing accuracy regardless of whether direct feedback or metalinguistic feedback was provided, and (2) there were no significant differences between the two types of feedback despite a trend toward a greater effect for metalinguistic feedback for the past tense and a greater effect for direct correction for articles and prepositions. The results demonstrate the advantage of procedural repetition over identical repetition in enhancing the effects of corrective feedback in L2 writing. [ABSTRACT FROM AUTHOR] |
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| Database: | Education Research Complete |
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| Abstract: | This study examines the joint effects of task repetition and corrective feedback on EFL learners' writing accuracy. Two types of task repetition were investigated: identical repetition where learners repeated the same task, and procedural repetition where learners performed tasks with different content following the same procedure. Under each repetition condition, learners received direct correction or metalinguistic feedback on their erroneous use of three linguistic structures: the past tense, articles, and prepositions. 80 Korean university EFL learners were randomly assigned to four groups: identical repetition + direct feedback, identical repetition + metalinguistic feedback, procedural repetition + direct feedback, and procedural repetition + metalinguistic feedback, and received one of the four instructional treatments. The results showed that (1) procedural repetition was superior to identical repetition in enhancing learners' writing accuracy regardless of whether direct feedback or metalinguistic feedback was provided, and (2) there were no significant differences between the two types of feedback despite a trend toward a greater effect for metalinguistic feedback for the past tense and a greater effect for direct correction for articles and prepositions. The results demonstrate the advantage of procedural repetition over identical repetition in enhancing the effects of corrective feedback in L2 writing. [ABSTRACT FROM AUTHOR] |
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| ISSN: | 09571736 |
| DOI: | 10.1080/09571736.2024.2390555 |
