The Effects of the Timing of Corrective Feedback on the Acquisition of a New Linguistic Structure

Li, Shaofeng; Zhu, Yan; Ellis, Roderick

doi:10.1111/modl.12315

Cited by 133 publications

(102 citation statements)

References 40 publications

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“…The current finding with regard to the higher effectiveness of immediate feedback in comparison to delayed feedback on the oral production test is in line with the results of two oral feedback studies (Li et al., ; Shintani & Aubrey, ) that also reported advantages for immediate feedback, but it diverges from the findings of Quinn (), who did not find a difference between immediate and delayed feedback. As mentioned above, previous studies differ methodologically from this study with respect to communication mode, nature of the treatment tasks, and feedback type.…”

Section: Discussionsupporting

confidence: 85%

“…However, bearing this limitation in mind, it is important to mention a design feature that was shared by the studies that found an advantage for immediate feedback but not by the study revealing no such advantage. In the studies that found an advantage for immediate feedback (Li et al, 2016;Shintani & Aubrey, 2016), including the current study, delayed feedback was given at the end of the treatment task whereas in the study that did not find such an effect (Quinn, 2014), delayed feedback was given at the end of each of the three tasks administered during the treatment. According to Li et al, the provision of feedback between the tasks may have increased the effectiveness of the delayed feedback by serving as pretask instruction for the subsequent task.…”

Section: Discussionmentioning

confidence: 71%

“…Previous empirical investigations into the role of feedback timing (Li et al., ; Quinn, ; Shintani & Aubrey, ) have produced mixed findings. While Li et al.…”

Section: The Present Studymentioning

confidence: 98%

“…Two studies have investigated the role of timing in contexts where feedback was provided through face-to-face communication (Li, Zhu, & Ellis, 2016;Quinn, 2014). In Li et al, EFL learners were asked to perform two narration tasks.…”

Section: Feedback Timingmentioning

confidence: 99%

“…Previous empirical investigations into the role of feedback timing (Li et al, 2016;Quinn, 2014;Shintani & Aubrey, 2016) have produced mixed findings. While Li et al and Shintani and Aubrey reported positive results for immediate feedback, Quinn showed no difference between the conditions.…”

Section: The Present Studymentioning

confidence: 99%

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An Open for Replication Study: The Role of Feedback Timing in Synchronous Computer‐Mediated Communication

Arroyo

Yılmaz

2018

Language Learning

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This study investigated the role of corrective feedback timing in the acquisition of Spanish noun–adjective gender agreement. Forty‐five learners completed a communicative task via synchronous computer‐mediated communication (SCMC) in one of three groups (immediate, delayed, control). The immediate‐feedback group received error reformulations immediately after their errors. The delayed‐feedback group did not receive feedback; however, at the end of the task, they were provided with an electronic document showing the errors they had made during the task with error reformulations. The control group performed the task without receiving feedback. The immediate‐feedback group outperformed the delayed‐feedback group in an oral production test, but there were no differences between the two feedback groups in a grammaticality judgment test. All study materials and data are made publicly available to encourage future replications. Open Practices This article has been awarded Open Materials and Open Data badges. All materials and data are publicly accessible via the Open Science Framework at https://osf.io/57zkv, the IRIS Repository at https://www.iris-database.org, and Supporting Information accompanying this article. Learn more about the Open Practices badges from the Center for Open Science: https://osf.io/tvyxz/wiki.

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Section: Discussionsupporting

confidence: 85%

Section: Discussionmentioning

confidence: 71%

“…Previous empirical investigations into the role of feedback timing (Li et al., ; Quinn, ; Shintani & Aubrey, ) have produced mixed findings. While Li et al.…”

Section: The Present Studymentioning

confidence: 98%

Section: Feedback Timingmentioning

confidence: 99%

Section: The Present Studymentioning

confidence: 99%

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An Open for Replication Study: The Role of Feedback Timing in Synchronous Computer‐Mediated Communication

Arroyo

Yılmaz

2018

Language Learning

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Corrective Feedback inL2Speech Production

2018

The TESOL Encyclopedia of English Language Teaching

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This entry provides an overview of the theory, research, and pedagogy of corrective feedback (CF). CF refers to responses to learners' erroneous utterances, and the justification for the usefulness of CF in facilitating second language (L2) development can be found in a number of L2 theories, such as the Interaction Hypothesis, the Skill Acquisition Theory, and the Sociocultural Theory. Descriptive studies have found that recasts are the most frequent feedback type in most L2 classes, but they are less likely to invite learner responses, compared with prompts, which encourage self‐correction. Experimental studies have demonstrated that the effects of CF are constrained by a multitude of learner‐internal and learner‐external factors. On the basis of the research findings, a number of recommendations are made regarding how to effectively use CF in classroom teaching, such as making the corrective intension transparent, using a hybrid corrective package consisting of a prompt followed by a recast, using focused feedback, combining explicit instruction with CF when necessary, and providing both online and offline CF.

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Form‐Focused Instruction

Spada¹

2023

The Encyclopedia of Applied Linguistics

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Form‐focused instruction (FFI) is defined as an L2) teaching approach in which learners' attention is drawn to language forms within primarily meaning/content‐based instruction. FFI includes explicit and implicit instruction and corrective feedback and can be provided in both planned and spontaneous ways. Considerable research has examined type of FFI (i.e. explicit and implicit), and the overall findings indicate benefits for both types on different language features (e.g., simple/complex) with greater benefits for explicit FFI. Less research has investigated the timing of FFI (i.e. isolated and integrated). One of the central questions motivating this work is whether isolated or integrated FFI may contribute to different types of L2 ability, as measured by learners' performance on different tasks (e.g., error correction vs. communicative tasks). The findings, range from equal benefits for both integrated and isolated FFI to greater benefits for one over the other with limited support for the hypothesis that they contribute to different types of L2 ability. This research includes studies that have focused exclusively on the provision of immediate (i.e., integrated) and delayed (i.e., isolated) corrective feedback. Continued research—formal and informal—carried out by both researchers and teachers should offer more insights into optimal ways of drawing learners' attention to form within meaning‐based approaches to L2 instruction.

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The Effects of the Timing of Corrective Feedback on the Acquisition of a New Linguistic Structure

Cited by 133 publications

References 40 publications

An Open for Replication Study: The Role of Feedback Timing in Synchronous Computer‐Mediated Communication

An Open for Replication Study: The Role of Feedback Timing in Synchronous Computer‐Mediated Communication

Corrective Feedback inL2Speech Production

Form‐Focused Instruction

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