Raising the Linguistic Accuracy Level of Advanced L2 Writers with Written Corrective Feedback.

Written corrective feedback for individual L2 writers

Written corrective feedback has been subject to increasing attention in recent years, in part because of the conceptual controversy surrounding it and in part because of its ubiquitous practice. This study takes a meta-analytic approach to synthesizing extant empirical research, including 21 primary studies. Guiding the analysis are two questions: Does written corrective feedback help to improve the grammatical accuracy of second language writing? What factors might mitigate its efficacy? Results show that written corrective feedback can lead to greater grammatical accuracy in second language writing, yet its efficacy is mediated by a host of variables, including learners' proficiency, the setting, and the genre of the writing task. [ABSTRACT FROM AUTHOR]

The Efficacy of Written Corrective Feedback in Improving L2 Written Accuracy: A Meta‐Analysis

This article examines whether there is any difference between the effect of oral and written corrective feedback (CF) on learners’ accurate use of English articles. To this end, the current research presents the results of a quasi-experimental study with a pretest, immediate-posttest, delayed-posttest design, using 12 intact intermediate English-as-a-second-language classes with adult learners of various first language backgrounds. Five groups were formed: oral recasts (n = 26), oral metalinguistic (n = 26), written direct correction (n = 31), written direct metalinguistic (n = 32), and control (n = 28). All four experimental groups completed two 30-min communicative narrative tasks. For the oral CF groups, students were asked to retell a story during which CF was provided. For the written CF groups, students were first asked to rewrite a story and then given CF. The acquisition of English articles was measured by means of a speeded dictation test, a written narrative test, and an error correction test. One-way ANOVAs with post hoc comparisons indicated that all CF groups, except for oral recasts, significantly outperformed the control group in the immediate and delayed posttests. These findings show that, whereas implicit oral recasts that involve article errors were not facilitative to learning, the other CF types were effective in helping learners improve the grammatical accuracy of English articles irrespective of language analytic ability. Overall, these results suggest that the degree of explicitness of both oral and written CF—rather than the medium in which the CF is provided—is the key factor that influences CF effectiveness.

https://www.cambridge.org/core/services/aop-cambridge-core/content/view/S0272263109990507

Differential effects of oral and written corrective feedback in the esl classroom

The role of (written) corrective feedback (CF) in the process of acquiring a second language (L2) has been an issue of considerable controversy among theorists and researchers alike. Although CF is a widely applied pedagogical tool and its use finds support in SLA theory, practical and theoretical objections to its usefulness have been raised (e.g. Truscott, 1996; 1999; 2004; 2007; 2009). In the present paper, I start by summarizing the theoretical arguments underpinning the use of CF in L2 classrooms. Subsequently, the objections raised against error correction are reviewed, and some controversies concerning different CF methodologies and error types are discussed. Next, the paper provides a critical summary of the findings produced by empirical work to date, and sketches out some of the issues that need to be attended to in future research. Based on the available empirical evidence, I conclude that, by offering learners opportunities to notice the gaps in their developing L2 systems, test interlanguage hypotheses, and engage in metalinguistic reflection, written CF has the ability to foster SLA and to lead to accuracy development.

/pdf/corrective-feedback-in-l2-writing-theoretical-perspectives-1947pc5g05.pdf

Corrective Feedback in L2 Writing: Theoretical Perspectives, Empirical Insights, and Future Directions

Differential effects of focused and unfocused written correction on the accurate use of grammatical forms by adult ESL learners

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Differential effects of focused and unfocused written correction on the accurate use of grammatical forms by adult ESL learners