Metacognitive Instruction Enhances the Effectiveness of Corrective Feedback: Variable Effects of Feedback Types and Linguistic Targets

Autor/inn/en	Sato, Masatoshi; Loewen, Shawn
Titel	Metacognitive Instruction Enhances the Effectiveness of Corrective Feedback: Variable Effects of Feedback Types and Linguistic Targets
Quelle	In: Language Learning, 68 (2018) 2, S.507-545 (39 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0023-8333
DOI	10.1111/lang.12283
Schlagwörter	Metacognition; Teaching Methods; Instructional Effectiveness; Error Correction; Feedback (Response); Linguistic Input; Form Classes (Languages); Second Language Learning; Adult Students; English (Second Language); Second Language Instruction; Grammar + Suchen Sie Ihr Suchwort? Meta cognitive ability; Meta-cognition; Metakognitive Fähigkeit; Metakognition; Teaching method; Lehrmethode; Unterrichtsmethode; Unterrichtserfolg; Korrektur; Sprachbildung; Analytischer Sprachbau; Zweitsprachenerwerb; Adult; Adults; Student; Students; Erwachsenenalter; Studentin; Schüler; Schülerin; English as second language; English; Second Language; Englisch als Zweitsprache; Fremdsprachenunterricht; Grammatik
Abstract	This study explored the impact of metacognitive instruction provided in conjunction with corrective feedback, investigating the moderating effects of two types of implicit corrective feedback (input-providing conversational recasts vs. output-prompting clarification requests) that targeted English third-person singular "-s" and possessive determiners "his/her." Adult English as a foreign language learners from intact classes (N = 83) were assigned to four conditions: metacognitive instruction plus input-providing recasts, input-providing recasts only, metacognitive instruction plus output-prompting clarification requests, and output-prompting clarification requests only. Metacognitive instruction enhanced the effect of conversational recasts that otherwise had minimal impact but had no added benefit for clarification requests that supported language development without metacognitive instruction. Although the effect of metacognitive instruction was not moderated by linguistic structure, effectiveness of corrective feedback depended on linguistic target. Although corrective feedback in general impacted third-person singular "-s" more, the comparison of feedback types showed that the advantageous effect of clarification requests was found only for possessive determiners, the more salient and communicatively valuable structure. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01