Assessing the effect of focused direct and focused indirect written corrective feedback on explicit and implicit knowledge of language learners
Abstract This study investigates the effect of teacher’s written corrective feedback (WCF) on acquisition of explicit and implicit knowledge of simple past tense by language learners. Eighty-seven Iranian beginner learners of English participated in this study. The participants were randomly assigne...
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Online Access: | http://link.springer.com/article/10.1186/s40468-019-0084-9 |
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doaj-69c798a6f62040b2b981da0c6d0131b32020-11-25T03:10:41ZengSpringerOpenLanguage Testing in Asia2229-04432019-05-019111810.1186/s40468-019-0084-9Assessing the effect of focused direct and focused indirect written corrective feedback on explicit and implicit knowledge of language learnersMajid Nemati0Sayyed Mohammad Alavi1Hassan Mohebbi2Faculty of Foreign Languages and Literatures, University of TehranFaculty of Foreign Languages and Literatures, University of TehranFaculty of Foreign Languages and Literatures, University of TehranAbstract This study investigates the effect of teacher’s written corrective feedback (WCF) on acquisition of explicit and implicit knowledge of simple past tense by language learners. Eighty-seven Iranian beginner learners of English participated in this study. The participants were randomly assigned to three groups: focused direct WCF, focused indirect WCF, and control groups. The participants completed text summary tasks. They also took placement test, pretest narrative writing task, text summary tasks, pretest and posttest untimed grammaticality judgment test, metalinguistic test, and timed grammaticality judgment test. The results of the data analysis showed the positive effect of WCF on acquisition of explicit and implicit knowledge of simple past tense by Iranian beginner learners of English in an English as a foreign language classroom context. However, the findings of the study should be interpreted cautiously due to different factors involved in explicit and implicit acquisition of a structure and also the nature of a structure and its difficulty and complexity. The findings of the study are discussed in detail and future venues for research are suggested.http://link.springer.com/article/10.1186/s40468-019-0084-9Written corrective feedbackExplicit knowledgeImplicit knowledgeInterface hypothesisIranian language learners |
collection |
DOAJ |
language |
English |
format |
Article |
sources |
DOAJ |
author |
Majid Nemati Sayyed Mohammad Alavi Hassan Mohebbi |
spellingShingle |
Majid Nemati Sayyed Mohammad Alavi Hassan Mohebbi Assessing the effect of focused direct and focused indirect written corrective feedback on explicit and implicit knowledge of language learners Language Testing in Asia Written corrective feedback Explicit knowledge Implicit knowledge Interface hypothesis Iranian language learners |
author_facet |
Majid Nemati Sayyed Mohammad Alavi Hassan Mohebbi |
author_sort |
Majid Nemati |
title |
Assessing the effect of focused direct and focused indirect written corrective feedback on explicit and implicit knowledge of language learners |
title_short |
Assessing the effect of focused direct and focused indirect written corrective feedback on explicit and implicit knowledge of language learners |
title_full |
Assessing the effect of focused direct and focused indirect written corrective feedback on explicit and implicit knowledge of language learners |
title_fullStr |
Assessing the effect of focused direct and focused indirect written corrective feedback on explicit and implicit knowledge of language learners |
title_full_unstemmed |
Assessing the effect of focused direct and focused indirect written corrective feedback on explicit and implicit knowledge of language learners |
title_sort |
assessing the effect of focused direct and focused indirect written corrective feedback on explicit and implicit knowledge of language learners |
publisher |
SpringerOpen |
series |
Language Testing in Asia |
issn |
2229-0443 |
publishDate |
2019-05-01 |
description |
Abstract This study investigates the effect of teacher’s written corrective feedback (WCF) on acquisition of explicit and implicit knowledge of simple past tense by language learners. Eighty-seven Iranian beginner learners of English participated in this study. The participants were randomly assigned to three groups: focused direct WCF, focused indirect WCF, and control groups. The participants completed text summary tasks. They also took placement test, pretest narrative writing task, text summary tasks, pretest and posttest untimed grammaticality judgment test, metalinguistic test, and timed grammaticality judgment test. The results of the data analysis showed the positive effect of WCF on acquisition of explicit and implicit knowledge of simple past tense by Iranian beginner learners of English in an English as a foreign language classroom context. However, the findings of the study should be interpreted cautiously due to different factors involved in explicit and implicit acquisition of a structure and also the nature of a structure and its difficulty and complexity. The findings of the study are discussed in detail and future venues for research are suggested. |
topic |
Written corrective feedback Explicit knowledge Implicit knowledge Interface hypothesis Iranian language learners |
url |
http://link.springer.com/article/10.1186/s40468-019-0084-9 |
work_keys_str_mv |
AT majidnemati assessingtheeffectoffocuseddirectandfocusedindirectwrittencorrectivefeedbackonexplicitandimplicitknowledgeoflanguagelearners AT sayyedmohammadalavi assessingtheeffectoffocuseddirectandfocusedindirectwrittencorrectivefeedbackonexplicitandimplicitknowledgeoflanguagelearners AT hassanmohebbi assessingtheeffectoffocuseddirectandfocusedindirectwrittencorrectivefeedbackonexplicitandimplicitknowledgeoflanguagelearners |
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