Oral Feedback in Classroom SLA: A Meta-Analysis

Autor/inn/en	Lyster, Roy; Saito, Kazuya
Titel	Oral Feedback in Classroom SLA: A Meta-Analysis
Quelle	In: Studies in Second Language Acquisition, 32 (2010) 2, S.265-302 (38 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0272-2631
DOI	10.1017/S0272263109990520
Schlagwörter	Second Language Learning; Feedback (Response); Age Differences; Instructional Effectiveness; Regression (Statistics); Comparative Analysis; Teaching Methods; Error Correction + Suchen Sie Ihr Suchwort? Zweitsprachenerwerb; Age; Difference; Age difference; Altersunterschied; Unterrichtserfolg; Regression; Regressionsanalyse; Teaching method; Lehrmethode; Unterrichtsmethode; Korrektur
Abstract	To investigate the pedagogical effectiveness of oral corrective feedback (CF) on target language development, we conducted a meta-analysis that focused exclusively on 15 classroom-based studies (N = 827). The analysis was designed to investigate whether CF was effective in classroom settings and, if so, whether its effectiveness varied according to (a) types of CF, (b) types and timing of outcome measures, (c) instructional setting (second vs. foreign language classroom), (d) treatment length, and (e) learners' age. Results revealed that CF had significant and durable effects on target language development. The effects were larger for prompts than recasts and most apparent in measures that elicit free constructed responses. Whereas instructional setting was not identified as a contributing factor to CF effectiveness, effects of long treatments were larger than those of short-to-medium treatments but not distinguishable from those of brief treatments. A simple regression analysis revealed effects for age, with younger learners benefiting from CF more than older learners. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10