Effects of written feedback and revision on learners' accuracy in using two English grammatical structures
The study compared the effects of two types of form-focused written feedback-direct corrective feedback (DCF) and metalinguistic explanation (ME) given to the whole class-on Japanese university students' accuracy of use of two grammatical structures: indefinite article and the hypothetical cond...
| Main Authors: | , , |
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| Format: | Journal Article |
| Published: |
2014
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| Online Access: | http://hdl.handle.net/20.500.11937/54747 |
| _version_ | 1848759450685407232 |
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| author | Shintani, N. Ellis, Rod Suzuki, W. |
| author_facet | Shintani, N. Ellis, Rod Suzuki, W. |
| author_sort | Shintani, N. |
| building | Curtin Institutional Repository |
| collection | Online Access |
| description | The study compared the effects of two types of form-focused written feedback-direct corrective feedback (DCF) and metalinguistic explanation (ME) given to the whole class-on Japanese university students' accuracy of use of two grammatical structures: indefinite article and the hypothetical conditional. Both types of feedback were given with and without an opportunity to rewrite. Accuracy of use was measured in new pieces of writing. The feedback led to increased accuracy for the hypothetical conditional but not for the indefinite article. The effectiveness of the DCF proved longer lasting than the ME. Also, providing opportunity for revision enhanced the effect of the feedback. Overall, DCF followed by revision proved the most effective type of feedback. The results suggest that when form-focused written feedback is directed at two features that vary in saliency and complexity, learners are likely to focus on the structure that contributes more to the global meaning of the text. The results also indicate that directly correcting the errors learners make with respect to a complex syntactical structure is more beneficial than giving them a metalinguistic explanation. © 2013 Language Learning Research Club, University of Michigan. |
| first_indexed | 2025-11-14T10:00:05Z |
| format | Journal Article |
| id | curtin-20.500.11937-54747 |
| institution | Curtin University Malaysia |
| institution_category | Local University |
| last_indexed | 2025-11-14T10:00:05Z |
| publishDate | 2014 |
| recordtype | eprints |
| repository_type | Digital Repository |
| spelling | curtin-20.500.11937-547472019-02-19T05:36:25Z Effects of written feedback and revision on learners' accuracy in using two English grammatical structures Shintani, N. Ellis, Rod Suzuki, W. The study compared the effects of two types of form-focused written feedback-direct corrective feedback (DCF) and metalinguistic explanation (ME) given to the whole class-on Japanese university students' accuracy of use of two grammatical structures: indefinite article and the hypothetical conditional. Both types of feedback were given with and without an opportunity to rewrite. Accuracy of use was measured in new pieces of writing. The feedback led to increased accuracy for the hypothetical conditional but not for the indefinite article. The effectiveness of the DCF proved longer lasting than the ME. Also, providing opportunity for revision enhanced the effect of the feedback. Overall, DCF followed by revision proved the most effective type of feedback. The results suggest that when form-focused written feedback is directed at two features that vary in saliency and complexity, learners are likely to focus on the structure that contributes more to the global meaning of the text. The results also indicate that directly correcting the errors learners make with respect to a complex syntactical structure is more beneficial than giving them a metalinguistic explanation. © 2013 Language Learning Research Club, University of Michigan. 2014 Journal Article http://hdl.handle.net/20.500.11937/54747 10.1111/lang.12029 fulltext |
| spellingShingle | Shintani, N. Ellis, Rod Suzuki, W. Effects of written feedback and revision on learners' accuracy in using two English grammatical structures |
| title | Effects of written feedback and revision on learners' accuracy in using two English grammatical structures |
| title_full | Effects of written feedback and revision on learners' accuracy in using two English grammatical structures |
| title_fullStr | Effects of written feedback and revision on learners' accuracy in using two English grammatical structures |
| title_full_unstemmed | Effects of written feedback and revision on learners' accuracy in using two English grammatical structures |
| title_short | Effects of written feedback and revision on learners' accuracy in using two English grammatical structures |
| title_sort | effects of written feedback and revision on learners' accuracy in using two english grammatical structures |
| url | http://hdl.handle.net/20.500.11937/54747 |