The Effects of Feedback Types on Learners’ Recognition of Lexical Collocations

Zarei, Abbas Ali; Mousavi, Maryam

doi:10.7575/aiac.ijalel.v.5n.2p.150

Cited by 3 publications

(6 citation statements)

References 23 publications

(30 reference statements)

Supporting

Mentioning

Contrasting

Order By: Relevance

“…The findings summarise group differences in both post-tests and indicates that direct WCF group performed better than indirect WCF group. This finding refutes a finding by Zarei and Mousavi (2016) that indirect WCF group outperformed the direct WCF group. it is noteworthy that while Zarei and Mousavi (2016) investigated the effect on EFL learners, this study however focused on ESL learners.…”

Section: Resultssupporting

confidence: 84%

“…This finding refutes a finding by Zarei and Mousavi (2016) that indirect WCF group outperformed the direct WCF group. it is noteworthy that while Zarei and Mousavi (2016) investigated the effect on EFL learners, this study however focused on ESL learners. Additionally, no significant difference was observed between indirect WCF group and the control group in all post-tests.…”

Section: Resultssupporting

confidence: 84%

“…Thus, this study is geared towards addressing the existing gap, tapping into the grey areas. The findings of this study, along with others by Zarei and Mousavi (2016) and Jafarpour and Sharifi (2012) serve as a statistical evidence in supporting or rejecting the use of WCF as part of strategies in aiding ESL learners" collocational competence especially the high-performing ones.…”

Section: Introductionsupporting

confidence: 78%

“…al., 2008;Sheen, et. al., 2009;Truscott and Hsu, 2008) and collocational competency (Zarei & Mousavi, 2016;Jafarpour & Sharifi, 2012;Wang & Jiang, 2015b). The results of the analysis presented in previous section show that there was a significant interaction between time and the treatments.…”

Section: Resultsmentioning

confidence: 83%

“…There are several studies in the literature that discuss about the effect of WCF on learners" competency of English collocation. A study by Zarei and Mousavi (2016) investigated the effects of three types of feedback on collocational competency of EFL learners. Seventy-eight intermediate students were randomly assigned to three groups that received indirect WCF, direct WCF, and peer feedback.…”

Section: Introductionmentioning

confidence: 99%

See 4 more Smart Citations

The Effectiveness of Direct and Indirect Written Corrective Feedback on English Collocation Competency: A Quasi – Experiment

Fhaeizdhyall¹

2020

JSEL

View full text Add to dashboard Cite

The primary aim of this study is to investigate the effectiveness of direct and indirect written corrective feedback (WCF) on English collocational competency of high-performing ESL learners. The study also sought to compare possible differences in the effect of two WCF strategies that help the researcher in identifying the appropriate WCF strategy in improving learners’ collocational competency in the context of the study. Additionally, retention effect of WCF is also investigated in delayed post-tests. Eighty-eight high-performing ESL learners of a public university participated in the quasi-experimental study of two experimental groups and one control group. A series of test namely pre-test, immediate post-test and delayed post-test was administered to collect the data. The groups are labelled ‘Direct group’ that received direct WCF treatment (n=33), ‘Indirect group’ that received indirect WCF (n=25), and ‘Control group’ that received no treatment (n=25). A set of collocation test that was developed by Gyllstad (2009) was adopted and a pilot test was conducted prior to the actual study. The participants were tested in three point of time (pre-test, immediate post-test, and delayed post-test). The findings indicate that there is a positive effect of direct and indirect WCF strategies on collocational competence. Furthermore, direct WCF has the most effect in improving collocational competency of the participants. Finally, both WCF strategies are proven statistically in retaining their effects as demonstrated in the results of delayed post-test. Suggestion for future studies are also discussed.

show abstract

Section: Resultssupporting

confidence: 84%

Section: Resultssupporting

confidence: 84%

Section: Introductionsupporting

confidence: 78%

Section: Resultsmentioning

confidence: 83%

Section: Introductionmentioning

confidence: 99%

See 3 more Smart Citations

The Effectiveness of Direct and Indirect Written Corrective Feedback on English Collocation Competency: A Quasi – Experiment

Fhaeizdhyall¹

2020

JSEL

View full text Add to dashboard Cite

show abstract

On the Effectiveness of Scaffolding Strategies and Task orientation on Receptive and Productive Knowledge of Lexical Collocations

Naserpour

Zarei

2021

GIST

View full text Add to dashboard Cite

The present study aimed at investigating the effects of scaffolding strategies using input and output-oriented tasks on Iranian EFL learners' receptive and productive knowledge of lexical collocations. For this purpose, 540 adult intermediate-level EFL learners- both male and female- were selected and divided into six experimental groups; three input-oriented and three output-oriented tasks. Each experimental group received treatment under one of the three scaffolding strategies of direct corrective feedback, cooperative group technique, and visual cues. After the treatment period, a 40-item multiple-choice test and a 40-item fill-in-the-blanks test were administered to assess the participants' receptive and productive collocations knowledge. To analyze the data, two separate two-way ANOVA procedures were used. The results indicated that visual cues were the most effective scaffolding strategy in teaching lexical collocations. Moreover, the cooperative group technique had a significant positive impact on learning collocations compared to direct corrective feedback. The results also showed that the participants in the output-oriented tasks group significantly outperformed those in the input-oriented tasks group. These findings can have practical implications for language learners, teachers, and materials developers, and theoretical implications for researchers.

show abstract

Teachers’ Written Corrective Feedback Strategies Through the Lens of the Students

Jay O. Syting,

Malisobo,

Salce

et al. 2023

JCELL

View full text Add to dashboard Cite

This descriptive-qualitative study was conducted to venture the written corrective feedback strategies employed by the College of Teacher Education teachers in a private university in Davao City, Philippines. The study utilized thematic analysis to analyze the data gathered from the in-depth interviews of eight selected participants through a purposive sampling technique. The data revealed teachers' seven written corrective feedback strategies: lexical written feedback, grammatical written feedback, organization in writing, motivating written feedback, metalinguistic feedback, and verification feedback. Additionally, this study uncovered the impact of written corrective feedback strategies, namely improvement of lexical skills, improvement of sentence structure, improvement of grammatical skills, development of the organization in writing, enhancement of self-regulation, a decrease of the affective filter, and improvement of learning productivity. The results of this study presented various written corrective feedback strategies for the teachers. It also unveiled the implications of the strategies employed. Hence, it is gainful for the administrators and teachers because they will be encouraged to use the strategies found in the study and practice them in the academe. It will also contribute to the students in a way that they will value the feedback.

show abstract

The Effects of Feedback Types on Learners’ Recognition of Lexical Collocations

Cited by 3 publications

References 23 publications

The Effectiveness of Direct and Indirect Written Corrective Feedback on English Collocation Competency: A Quasi – Experiment

The Effectiveness of Direct and Indirect Written Corrective Feedback on English Collocation Competency: A Quasi – Experiment

On the Effectiveness of Scaffolding Strategies and Task orientation on Receptive and Productive Knowledge of Lexical Collocations

Teachers’ Written Corrective Feedback Strategies Through the Lens of the Students

Contact Info

Product

Resources

About