What Do Learners Notice While Processing Written Corrective Feedback?

Cerezo, Lourdes; Manchón, Rosa M.; Nicolás‐Conesa, Florentina

doi:10.4324/9781315165080-12

Cited by 24 publications

(20 citation statements)

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“…In fact, the errors that were reduced across tests were rule based (e.g., articles, prepositions, verb forms). This proposal is in line with views of some SLA researchers, who note the advantages of providing clear information about specific targeted structure(s) (e.g., Bitchener & Knoch, ; Cerezo et al., ; Manchón, ). Although the superiority of direct WCF over indirect WCF is well established (e.g., Bitchener, ; Guo, ; Sheen, ), the effects of unfocused WCF await clarification.…”

Section: Discussionsupporting

confidence: 83%

“…Given that both the feedback and control groups engaged in written languaging, the observed effects can be attributed to the WCF received. However, the type of WCF provided was found to influence the depth of processing observed in the participants’ written languaging data, the overall finding being that direct WCF resulted in deeper processing (Cerezo et al., ). Accordingly, as astutely observed by one reviewer, our study does shed light on the combined effect of WCF plus languaging.…”

Section: Discussionmentioning

confidence: 99%

“…As just mentioned, the intervention and control groups differed in whether or not they received WCF but they all rewrote their texts after having engaged in written languaging, which refers to “the process of making meaning and shaping knowledge and experience through language” (Swain, , p. 98). As detailed elsewhere (Cerezo, Manchón, & Nicolás–Conesa, ), our choice of written languaging resulted from practical and methodological considerations. From the first angle, as our study was conducted in a real classroom, written languaging allowed us to collect data from a large number of participants without disrupting the class dynamics.…”

Section: Methodsmentioning

confidence: 99%

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The Effect of Unfocused Direct and Indirect Written Corrective Feedback on Rewritten Texts and New Texts: Looking into Feedback for Accuracy and Feedback for Acquisition

Nicolás‐Conesa

Manchón

Cerezo

2019

The Modern Language Journal

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This study attempts to add new empirical evidence on the language learning (operationalized and measured in terms of several dimensions of accuracy) that may derive from accessing and processing written corrective feedback (WCF) on one's own writing. The research questions examined potential interactions between type of WCF (direct vs. indirect), type of errors (grammar vs. nongrammar), and the perspective of feedback (accuracy vs. acquisition) in a single research design. To this end, 46 English majors at a Spanish university participated in a pretest–posttest design, with 2 intervention groups (those receiving direct or indirect WCF and asked to process it via written languaging) and a control group (who wrote and rewrote their texts without the help of WCF but also engaged in languaging). The analyses conducted show (a) limited appropriation of the WCF received, (b) positive short‐term and longer term benefits resulting from the combined effect of WCF and written languaging, and (c) differential effects of type of WCF on error types. These findings are discussed from the perspective of current theory and research on the manner in which WCF may contribute to language learning in terms of the dual distinction between feedback for accuracy and feedback for acquisition.

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Section: Discussionsupporting

confidence: 83%

Section: Discussionmentioning

confidence: 99%

Section: Methodsmentioning

confidence: 99%

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The Effect of Unfocused Direct and Indirect Written Corrective Feedback on Rewritten Texts and New Texts: Looking into Feedback for Accuracy and Feedback for Acquisition

Nicolás‐Conesa

Manchón

Cerezo

2019

The Modern Language Journal

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“… Two studies (Caras, ; Cerezo, Manchoán, & Nicolás‐Conesa, ) reported overall low DOP for direct corrections, in line with what has been found in this study. …”

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confidence: 91%

How Deeply Do Second Language Learners Process Written Corrective Feedback? Insights Gained From Think‐Alouds

Kim

Bowles

2019

TESOL Quarterly

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This research compares how second language learners process two types of written feedback: reformulation and direct correction. On a two‐stage composition‐and‐comparison task, 22 adult learners of English as a second language taking an academic writing course at a large midwestern U.S. university participated in a repeated‐measures study in which they wrote two argumentative essays and received feedback in the form of reformulation on one and direct correction on the other in counterbalanced fashion. During the comparison stage for each essay, learners completed think‐alouds, which were used to gauge how they processed the two types of feedback. The findings reveal that learners processed sentential and paragraph‐level errors more deeply but overlooked surface‐level errors when they received reformulation as feedback; the reverse was the case when they received direct correction. Results therefore suggest that there may not be a one‐size‐fits‐all answer for written corrective feedback but that different errors respond to feedback differently.

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“…These target structures are grouped into two main areas of grammatical and non-grammatical structures. There are several studies that examined the effect of indirect and direct WCF on grammatical structures (Ruegg, 2015;Van Beuningen et al, 2012;Tan & Manochphinyo, 2017;Nusrat, Ashraf & Narcy-Combes, 2019;Suzuki et al, 2019;Cerezo, Manchon & Nicolas-Conesa, 2019) that are focusing on English article systems. On the other hand, other scholars have also investigated the effect of direct and indirect WCF on English verb system (Jamalinesari, Rahimi, Gowhary & Azizifar, 2015;Eslami, 2014;Han, 2012).…”

Section: Introductionmentioning

confidence: 99%

The Effect of Written Corrective Feedback Strategies on Collocation Errors of Low-Performing Esl Learners

Fhaeizdhyall

Jerome

2020

PJEE

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The studies on error correction have been laying their emphasis on grammatical structures of the language with lack of focus on non-grammatical aspect such as lexical collocation. Therefore, this study aims at investigating the effect of direct and indirect written corrective feedback on low-performing ESL learners. Ninety-two students of a public university involved in the study. Three intact groups that have equal proficiency were identified at the beginning of the universityâ€™s academic term. A quasi-experimental design was employed with two experimental groups receiving indirect WCF and direct WCF separately, and a control group deprived of any treatment. The groups were measured in three different time points with pre-test before the intervention, immediate post-test after the intervention, and delayed post-test to measure retention effect. One-way ANOVA and repeated-measures ANOVA were used to measure the effect. The findings reveal that significant differences were detected in immediate post-tests of direct and indirect WCF groups which indicate that both WCF strategies can enhance participantsâ€™ collocational competency. Additionally, the findings also show that direct WCF strategy greatly affects participants collocation errors despite both groups performed better than the control group. This study demonstrates that retention effect was detected in the group that received direct WCF while the indirect WCF group was not able to retain - in delayed post-test. Recommendation is also discussed for Future directions of studies.Â

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What Do Learners Notice While Processing Written Corrective Feedback?

Cited by 24 publications

References 0 publications

The Effect of Unfocused Direct and Indirect Written Corrective Feedback on Rewritten Texts and New Texts: Looking into Feedback for Accuracy and Feedback for Acquisition

The Effect of Unfocused Direct and Indirect Written Corrective Feedback on Rewritten Texts and New Texts: Looking into Feedback for Accuracy and Feedback for Acquisition

How Deeply Do Second Language Learners Process Written Corrective Feedback? Insights Gained From Think‐Alouds

The Effect of Written Corrective Feedback Strategies on Collocation Errors of Low-Performing Esl Learners

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