Methodological synthesis of research on the effectiveness of corrective feedback in L2 writing

Liu, Qiandi; Brown, Dan

doi:10.1016/j.jslw.2015.08.011

Cited by 165 publications

(161 citation statements)

References 59 publications

(104 reference statements)

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“…Methodological synthesis has recently been applied within a number of substantive domains of applied linguistics such as L2 interaction (Plonsky & Gass, ), task‐based learner production (Plonsky & Kim, ), learner corpus research (Paquot & Plonsky, ), and L2 written feedback (Liu & Brown, ). Moving closer to the focus of the present study, other studies have examined methodological practices across a wide variety of domains.…”

Section: An Overview Of Key Features Of Multiple Regressionmentioning

confidence: 99%

Multiple Regression in L2 Research: A Methodological Synthesis and Guide to Interpreting R² Values

Plonsky

Ghanbar

2018

The Modern Language Journal

194

135

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Multiple regression is a family of statistics used to investigate the relationship between a set of predictors and a criterion (dependent) variable. This procedure is applicable in a variety of research contexts and data structures. Consequently, and similar to quantitative traditions in sister‐disciplines such as education and psychology (see Skidmore & Thompson, 2010), second language researchers have turned increasingly to multiple regression. The present study employs research synthetic techniques to describe and evaluate the use of this procedure in the field. Five hundred and forty‐one regression analyses (K = 171) were coded for different models, variables, procedures, reporting practices, and overall variance explained (R2). Summary results reveal a number of inconsistencies (e.g., model types) as well as a lack of transparency (e.g., missing/unreported reliability estimates; see Larson–Hall & Plonsky, 2015). The distribution of R2 values (median = .32) is described to facilitate utilization and interpretation of regressions models. We also provide specific, empirically grounded recommendations for future research.

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Section: An Overview Of Key Features Of Multiple Regressionmentioning

confidence: 99%

Multiple Regression in L2 Research: A Methodological Synthesis and Guide to Interpreting R² Values

Plonsky

Ghanbar

2018

The Modern Language Journal

194

135

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“…To date, many studies trying to validate the effectiveness of WCF have been small and short-term accounts, and they have tended to offer close-up treatments to relatively straightforward grammatical structures such as article and pasttense usage in English (Liu and Brown 2015). There are also considerable discrepancies among WCF studies.…”

Section: Review Of Literaturementioning

confidence: 99%

EFL learners’ perceptions and preferences of written corrective feedback: a case study of university students from Mainland China

Chen

Nassaji

Liu

2016

Asian. J. Second. Foreign. Lang. Educ.

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Although a growing body of research has examined the effectiveness of written corrective feedback (WCF) for improving L2 learners' grammatical accuracy, fewer studies have investigated the extent to which different educational settings would influence learners' perceptions and preferences of WCF. This paper reports on an exploratory study that investigated learners' perceptions and preferences of WCF in an EFL setting. Quantitative and qualitative data were collected from 64 intermediate, advanced-intermediate, and advanced English learners across three proficiency levels (intermediate, advanced-intermediate, and advanced) in a major provincial university of Mainland China. Through extensive written questionnaires, the study explored these learners' perceptions and preferences of the various dimensions of WCF. The results showed that although the participants tended to have a neutral opinion on the role of explicit grammar instruction, overall they expressed a favourable attitude towards error correction. In particular, they held a strong preference for extended comments on both content and grammar of their written work. The qualitative data further indicated that the participants wanted to take more initiatives in the revision process of their writing with less interference from teachers. Overall, the findings confirm the value of WCF for EFL learners outside English-speaking countries. The findings also highlight the significance of individual and contextual factors in the ongoing debate over the effectiveness of WCF.

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“…WCF studies have been conducted in diverse settings and these tend to begin by acknowledging the tension between Truscott (1996), who first questioned the usefulness of WCF in L2 development, and Ferris (1999), who rebutted Truscott and has remained consistent in advocating the use of WCF. In following the debate on the controversial position of WCF and the results and methodologies of WCF studies carried out in different settings, some scholars (e.g., Bitchener & Knoch, 2015;Liu & Brown, 2015;van Beuningen, 2010) have attempted to draw insights from the conflicting findings as well as methodological limitations, and have offered recommendations for future WCF research to achieve ecological validity and generalizability of findings.…”

Section: Introductionmentioning

confidence: 99%

“…Bitchener and Knoch (2015) feel that item-based errors (prepositions and adjectives/adverbs in the present study) should be investigated, as WCF studies so far have paid more attention to rule-based grammatical features. In addition, studying a mix of errors rather than an isolated error type common in SLA studies raises ecological validity and yields authentic findings more meaningful to the L2 writing classroom (Liu & Brown, 2015). Another recommendation by Bitchener and Knoch (2015) which is also related to ecological validity is to study its effectiveness over a longer period of time.…”

Section: Introductionmentioning

confidence: 99%

Improving Grammatical Accuracy in Thai Learners' Writing : Comparing Direct and Indirect Written Corrective Feedback

Tan¹,

Manochphinyo²

2017

The Journal of AsiaTEFL

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Written corrective feedback (WCF) is widely used to point students to the grammatical errors in their written work and help reduce them. This paper reports a quasi-experimental study that compared the effectiveness of direct and indirect teacher WCF in a Thai context. One hundred and twenty Thai students at two public universities in southern Thailand were assigned to write argumentative essays within a treatment period; each treatment had 60 students. The feedback was given by four ESL/EFL lecturers at the two universities. Grammatical aspects focused on were tenses, subject-verb agreement, articles, singular/plural nouns, prepositions and adjectives/adverbs. Means for the number of errors were obtained at three points, namely, pretest, immediate posttest and delayed posttest. The findings revealed that time and WCF type as main effects showed differentiated results on all six grammatical aspects. Interaction effects between time and WCF were found for tenses and subject-verb agreement. For between-subjects effects, indirect WCF was more effective than direct WCF. For within-subjects effects, generally the differences in the mean values were significant between pretest and delayed posttest, but not between pretest and immediate posttest. These findings have implications for writing instruction and research in an ESL/EFL tertiary context.

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Methodological synthesis of research on the effectiveness of corrective feedback in L2 writing

Cited by 165 publications

References 59 publications

Multiple Regression in L2 Research: A Methodological Synthesis and Guide to Interpreting R² Values

Multiple Regression in L2 Research: A Methodological Synthesis and Guide to Interpreting R² Values

EFL learners’ perceptions and preferences of written corrective feedback: a case study of university students from Mainland China

Improving Grammatical Accuracy in Thai Learners' Writing : Comparing Direct and Indirect Written Corrective Feedback

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Methodological synthesis of research on the effectiveness of corrective feedback in L2 writing

Cited by 165 publications

References 59 publications

Multiple Regression in L2 Research: A Methodological Synthesis and Guide to Interpreting R2 Values

Multiple Regression in L2 Research: A Methodological Synthesis and Guide to Interpreting R2 Values

EFL learners’ perceptions and preferences of written corrective feedback: a case study of university students from Mainland China

Improving Grammatical Accuracy in Thai Learners' Writing : Comparing Direct and Indirect Written Corrective Feedback

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Multiple Regression in L2 Research: A Methodological Synthesis and Guide to Interpreting R² Values

Multiple Regression in L2 Research: A Methodological Synthesis and Guide to Interpreting R² Values