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The Associations between Implicit and Explicit Language Aptitude and the Effects of the Timing of Corrective Feedback

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Title: The Associations between Implicit and Explicit Language Aptitude and the Effects of the Timing of Corrective Feedback
Language: English
Authors: Fu, Mengxia (ORCID 0000-0001-6100-357X), Li, Shaofeng (ORCID 0000-0002-7763-8964)
Source: Studies in Second Language Acquisition. Jul 2021 43(3):498-522.
Availability: Cambridge University Press. 100 Brook Hill Drive, West Nyack, NY 10994. Tel: 800-872-7423; Tel: 845-353-7500; Fax: 845-353-4141; e-mail: subscriptions_newyork@cambridge.org; Web site: https://www.cambridge.org/core/what-we-publish/journals
Peer Reviewed: Y
Page Count: 25
Publication Date: 2021
Document Type: Journal Articles
Reports - Research
Education Level: Junior High Schools
Middle Schools
Secondary Education
Elementary Education
Grade 7
Descriptors: Language Aptitude, Feedback (Response), Middle School Students, Grade 7, English, Morphemes, Short Term Memory, Predictor Variables, Cognitive Ability
DOI: 10.1017/S0272263121000012
ISSN: 0272-2631
Abstract: This study examines the associations between implicit and explicit language aptitude and the effects of the timing of corrective feedback (CF). A total of 112 seventh-grade EFL learners were assigned to three groups: Immediate CF, Delayed CF, and Task Only. The three groups underwent three treatment sessions during which they performed six focused communicative tasks eliciting the use of the English past tense. The Immediate and Delayed CF groups received CF treatments in the first and final sessions, respectively, and the Task Only group performed the communicative tasks without receiving any feedback. Treatment effects were measured through an untimed grammaticality judgment test and an elicited imitation test. Implicit language aptitude was operationalized as procedural memory and explicit language aptitude as working memory and declarative memory. Multiple regression analysis showed that procedural memory was significantly predictive of the effectiveness of Immediate CF, declarative memory was significantly associated with Delayed CF and Task Only, and working memory was a significant predictor of Immediate CF and Delayed CF. The results were interpreted by consulting the methodological features of the treatments and the mechanisms of the three cognitive abilities.
Abstractor: As Provided
Entry Date: 2021
Accession Number: EJ1307304
Database: ERIC
FullText Text:
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  Label: Title
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  Data: The Associations between Implicit and Explicit Language Aptitude and the Effects of the Timing of Corrective Feedback
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  Data: English
– Name: Author
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  Group: Au
  Data: <searchLink fieldCode="AR" term="%22Fu%2C+Mengxia%22">Fu, Mengxia</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0001-6100-357X">0000-0001-6100-357X</externalLink>)<br /><searchLink fieldCode="AR" term="%22Li%2C+Shaofeng%22">Li, Shaofeng</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-7763-8964">0000-0002-7763-8964</externalLink>)
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  Data: <searchLink fieldCode="SO" term="%22Studies+in+Second+Language+Acquisition%22"><i>Studies in Second Language Acquisition</i></searchLink>. Jul 2021 43(3):498-522.
– Name: Avail
  Label: Availability
  Group: Avail
  Data: Cambridge University Press. 100 Brook Hill Drive, West Nyack, NY 10994. Tel: 800-872-7423; Tel: 845-353-7500; Fax: 845-353-4141; e-mail: subscriptions_newyork@cambridge.org; Web site: https://www.cambridge.org/core/what-we-publish/journals
– Name: PeerReviewed
  Label: Peer Reviewed
  Group: SrcInfo
  Data: Y
– Name: Pages
  Label: Page Count
  Group: Src
  Data: 25
– Name: DatePubCY
  Label: Publication Date
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  Data: 2021
– Name: TypeDocument
  Label: Document Type
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  Data: Journal Articles<br />Reports - Research
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  Label: Education Level
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  Data: <searchLink fieldCode="EL" term="%22Junior+High+Schools%22">Junior High Schools</searchLink><br /><searchLink fieldCode="EL" term="%22Middle+Schools%22">Middle Schools</searchLink><br /><searchLink fieldCode="EL" term="%22Secondary+Education%22">Secondary Education</searchLink><br /><searchLink fieldCode="EL" term="%22Elementary+Education%22">Elementary Education</searchLink><br /><searchLink fieldCode="EL" term="%22Grade+7%22">Grade 7</searchLink>
– Name: Subject
  Label: Descriptors
  Group: Su
  Data: <searchLink fieldCode="DE" term="%22Language+Aptitude%22">Language Aptitude</searchLink><br /><searchLink fieldCode="DE" term="%22Feedback+%28Response%29%22">Feedback (Response)</searchLink><br /><searchLink fieldCode="DE" term="%22Middle+School+Students%22">Middle School Students</searchLink><br /><searchLink fieldCode="DE" term="%22Grade+7%22">Grade 7</searchLink><br /><searchLink fieldCode="DE" term="%22English%22">English</searchLink><br /><searchLink fieldCode="DE" term="%22Morphemes%22">Morphemes</searchLink><br /><searchLink fieldCode="DE" term="%22Short+Term+Memory%22">Short Term Memory</searchLink><br /><searchLink fieldCode="DE" term="%22Predictor+Variables%22">Predictor Variables</searchLink><br /><searchLink fieldCode="DE" term="%22Cognitive+Ability%22">Cognitive Ability</searchLink>
– Name: DOI
  Label: DOI
  Group: ID
  Data: 10.1017/S0272263121000012
– Name: ISSN
  Label: ISSN
  Group: ISSN
  Data: 0272-2631
– Name: Abstract
  Label: Abstract
  Group: Ab
  Data: This study examines the associations between implicit and explicit language aptitude and the effects of the timing of corrective feedback (CF). A total of 112 seventh-grade EFL learners were assigned to three groups: Immediate CF, Delayed CF, and Task Only. The three groups underwent three treatment sessions during which they performed six focused communicative tasks eliciting the use of the English past tense. The Immediate and Delayed CF groups received CF treatments in the first and final sessions, respectively, and the Task Only group performed the communicative tasks without receiving any feedback. Treatment effects were measured through an untimed grammaticality judgment test and an elicited imitation test. Implicit language aptitude was operationalized as procedural memory and explicit language aptitude as working memory and declarative memory. Multiple regression analysis showed that procedural memory was significantly predictive of the effectiveness of Immediate CF, declarative memory was significantly associated with Delayed CF and Task Only, and working memory was a significant predictor of Immediate CF and Delayed CF. The results were interpreted by consulting the methodological features of the treatments and the mechanisms of the three cognitive abilities.
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  Label: Abstractor
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  Data: As Provided
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  Data: 2021
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  Data: EJ1307304
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        Value: 10.1017/S0272263121000012
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      – Text: English
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      Pagination:
        PageCount: 25
        StartPage: 498
    Subjects:
      – SubjectFull: Language Aptitude
        Type: general
      – SubjectFull: Feedback (Response)
        Type: general
      – SubjectFull: Middle School Students
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      – SubjectFull: Grade 7
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      – SubjectFull: English
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      – SubjectFull: Morphemes
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      – SubjectFull: Short Term Memory
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      – SubjectFull: Predictor Variables
        Type: general
      – SubjectFull: Cognitive Ability
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      – TitleFull: The Associations between Implicit and Explicit Language Aptitude and the Effects of the Timing of Corrective Feedback
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