Assessing the Effect of Focused Direct and Focused Indirect Written Corrective Feedback on Explicit and Implicit Knowledge of Language Learners

Autor/inn/en	Nemati, Majid; Alavi, Sayyed Mohammad; Mohebbi, Hassan
Titel	Assessing the Effect of Focused Direct and Focused Indirect Written Corrective Feedback on Explicit and Implicit Knowledge of Language Learners
Quelle	In: Language Testing in Asia, 9 (2019), Artikel 7 (18 Seiten) PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Mohebbi, Hassan)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2229-0443
DOI	10.1186/s40468-019-0084-9
Schlagwörter	Instructional Effectiveness; Feedback (Response); Written Language; Second Language Learning; English (Second Language); Novices; Foreign Countries; Language Acquisition; Morphemes; Knowledge Level; Iran + Suchen Sie Ihr Suchwort? Unterrichtserfolg; Geschriebene Sprache; Zweitsprachenerwerb; English as second language; English; Second Language; Englisch als Zweitsprache; Ausland; Sprachaneignung; Spracherwerb; Morphem; Wissensbasis
Abstract	This study investigates the effect of teacher's written corrective feedback (WCF) on acquisition of explicit and implicit knowledge of simple past tense by language learners. Eighty-seven Iranian beginner learners of English participated in this study. The participants were randomly assigned to three groups: focused direct WCF, focused indirect WCF, and control groups. The participants completed text summary tasks. They also took placement test, pretest narrative writing task, text summary tasks, pretest and posttest untimed grammaticality judgment test, metalinguistic test, and timed grammaticality judgment test. The results of the data analysis showed the positive effect of WCF on acquisition of explicit and implicit knowledge of simple past tense by Iranian beginner learners of English in an English as a foreign language classroom context. However, the findings of the study should be interpreted cautiously due to different factors involved in explicit and implicit acquisition of a structure and also the nature of a structure and its difficulty and complexity. The findings of the study are discussed in detail and future venues for research are suggested. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01