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The Effects of Immediate and Delayed Corrective Feedback on L2 Development

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Title: The Effects of Immediate and Delayed Corrective Feedback on L2 Development
Language: English
Authors: Fu, Mengxia (ORCID 0000-0001-6100-357X), Li, Shaofeng (ORCID 0000-0002-7763-8964)
Source: Studies in Second Language Acquisition. Mar 2022 44(1):2-34.
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: 33
Publication Date: 2022
Document Type: Journal Articles
Reports - Research
Education Level: Elementary Education
Grade 7
Junior High Schools
Middle Schools
Secondary Education
Descriptors: Error Correction, Feedback (Response), Second Language Learning, Second Language Instruction, English (Second Language), Morphemes, Grade 7, Comparative Analysis, Teaching Methods, Language Usage, Language Tests, Achievement Tests, Interlanguage, Instructional Effectiveness
DOI: 10.1017/S0272263120000388
ISSN: 0272-2631
Abstract: This article reports on a study exploring the differential effects of immediate and delayed corrective feedback (CF) on the acquisition of the English past tense. One hundred and forty-five seventh-grade EFL learners were assigned to four groups: Immediate CF, Delayed CF, Task Only, and Control. Each experimental group performed six focused communicative tasks, two each in three treatment sessions, eliciting the use of the English past tense. The Immediate CF group received feedback on their erroneous use of the target structure in the first session, the Delayed CF group received feedback in the final session, and the Task Only group performed the communicative tasks without receiving any feedback. The Control group only took the achievement tests. The effects of the feedback treatments were measured through an untimed grammaticality judgment test and an elicited imitation test. Mixed-effects analyses examining the influence of both fixed and random factors demonstrated that immediate CF was more facilitative of L2 development than delayed CF. The results suggest the importance of addressing linguistic errors before they are proceduralized in the interlanguage.
Abstractor: As Provided
Entry Date: 2022
Accession Number: EJ1330291
Database: ERIC
FullText Text:
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PubType: Academic Journal
PubTypeId: academicJournal
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IllustrationInfo
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  Label: Title
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  Data: The Effects of Immediate and Delayed Corrective Feedback on L2 Development
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  Label: Language
  Group: Lang
  Data: English
– Name: Author
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  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>. Mar 2022 44(1):2-34.
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  Label: Availability
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  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: 33
– Name: DatePubCY
  Label: Publication Date
  Group: Date
  Data: 2022
– Name: TypeDocument
  Label: Document Type
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  Data: Journal Articles<br />Reports - Research
– Name: Audience
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  Data: <searchLink fieldCode="EL" term="%22Elementary+Education%22">Elementary Education</searchLink><br /><searchLink fieldCode="EL" term="%22Grade+7%22">Grade 7</searchLink><br /><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>
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  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="%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="%22English+%28Second+Language%29%22">English (Second Language)</searchLink><br /><searchLink fieldCode="DE" term="%22Morphemes%22">Morphemes</searchLink><br /><searchLink fieldCode="DE" term="%22Grade+7%22">Grade 7</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="%22Language+Usage%22">Language Usage</searchLink><br /><searchLink fieldCode="DE" term="%22Language+Tests%22">Language Tests</searchLink><br /><searchLink fieldCode="DE" term="%22Achievement+Tests%22">Achievement Tests</searchLink><br /><searchLink fieldCode="DE" term="%22Interlanguage%22">Interlanguage</searchLink><br /><searchLink fieldCode="DE" term="%22Instructional+Effectiveness%22">Instructional Effectiveness</searchLink>
– Name: DOI
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  Group: ID
  Data: 10.1017/S0272263120000388
– Name: ISSN
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  Group: ISSN
  Data: 0272-2631
– Name: Abstract
  Label: Abstract
  Group: Ab
  Data: This article reports on a study exploring the differential effects of immediate and delayed corrective feedback (CF) on the acquisition of the English past tense. One hundred and forty-five seventh-grade EFL learners were assigned to four groups: Immediate CF, Delayed CF, Task Only, and Control. Each experimental group performed six focused communicative tasks, two each in three treatment sessions, eliciting the use of the English past tense. The Immediate CF group received feedback on their erroneous use of the target structure in the first session, the Delayed CF group received feedback in the final session, and the Task Only group performed the communicative tasks without receiving any feedback. The Control group only took the achievement tests. The effects of the feedback treatments were measured through an untimed grammaticality judgment test and an elicited imitation test. Mixed-effects analyses examining the influence of both fixed and random factors demonstrated that immediate CF was more facilitative of L2 development than delayed CF. The results suggest the importance of addressing linguistic errors before they are proceduralized in the interlanguage.
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  Data: As Provided
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  Data: 2022
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  Label: Accession Number
  Group: ID
  Data: EJ1330291
PLink https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=eric&AN=EJ1330291
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        Value: 10.1017/S0272263120000388
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      – Text: English
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        PageCount: 33
        StartPage: 2
    Subjects:
      – SubjectFull: Error Correction
        Type: general
      – SubjectFull: Feedback (Response)
        Type: general
      – SubjectFull: Second Language Learning
        Type: general
      – SubjectFull: Second Language Instruction
        Type: general
      – SubjectFull: English (Second Language)
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      – SubjectFull: Morphemes
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      – SubjectFull: Grade 7
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      – SubjectFull: Comparative Analysis
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      – SubjectFull: Teaching Methods
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      – SubjectFull: Language Usage
        Type: general
      – SubjectFull: Language Tests
        Type: general
      – SubjectFull: Achievement Tests
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      – SubjectFull: Interlanguage
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      – SubjectFull: Instructional Effectiveness
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      – TitleFull: The Effects of Immediate and Delayed Corrective Feedback on L2 Development
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