This study investigated the potential of comprehensive corrective feedback forms as editing and learning tools and examined their effect on learners’ cognitive and attitudinal engagement. Low‐intermediate second language writers (N = 139) were randomly assigned to four experimental conditions (direct corrections of grammatical errors, metalinguistic codes for grammatical errors, direct corrections of grammatical and nongrammatical errors, or metalinguistic codes for grammatical and nongrammatical errors) and a control group (self‐correction). Results from mixed‐effects linear models showed that although direct corrections and codes were effective for enhancing learners’ immediate grammatical and nongrammatical accuracy (i.e., during text revision), a long‐term advantage (i.e., 4 weeks after feedback provision) was only evident for direct corrections. A mental effort measure of cognitive load revealed that participants’ cognitive load was significantly lower when processing direct corrections targeting grammar issues. Questionnaire answers also yielded a significant attitudinal difference between the direct feedback groups and their metalinguistic counterparts.
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This study investigated the effects of comprehensive feedback on learners’ grammatical accuracy during text revision and in new writing tasks in light of proficiency level. It also sought to determine to what extent learners’ proficiency level plays a role in their feedback preferences and attitudes towards the feedback. The participants were 52 low proficiency and 39 high proficiency foreign language university learners, who were randomly assigned to a direct corrective feedback, a metalinguistic feedback with rule reminders, and a self-correction group. All learners wrote four compositions and completed a questionnaire after the treatment to elicit their attitudes towards the feedback and their feedback preferences. Results showed that the treatment effectively enhanced both low and high proficiency learners’ immediate grammatical accuracy and accuracy improvement. Also, a relation between proficiency level and learners’ attitudes towards the feedback as well as an association between proficiency level and learners’ feedback preferences were found.
The thermoreversible gelation of syndiotactic poly(methyl methacrylate) in toluene has been
investigated in detail. The two-step mechanism, proposed in an earlier publication, has been confirmed
and illustrated in detail through the combination of FTIR investigations and rheological and NMR
observations. The basic steps of this gelation mechanism are the equilibrium coil-to-single helix transition
(first step) and the helix association into dimers (second steps) and larger multichain association units.
The coil-to-helix transition is a true equilibrium process that can be detected separately through kinetic
trapping. The comparative analysis of the infrared and rheological data and the temperature dependence
of the line widths of the 1H signals support the validity of this proposition.
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