Corrective feedback facilitates L2 grammatical development, with explicit feedback stronger immediately and implicit feedback better maintained over time¶

Claim · All claims
Evidence · 1 study (2 entries) · review r2 · q2 · i2 medium
Currency · newest study 2021 · not yet checked against its sources · not reviewed by a person
Evidence quality · No study behind this claim is a peer-reviewed article with a DOI: it rests on a source with no registered publication record (a web page, book or unpublished report). It is kept because 3 design pages cite it; treat it as a lead to check, not an established finding.

Subclaims¶

q2 i2 Li's (2010) meta-analysis found a medium overall effect for corrective feedback (d = 0.64) that was maintained over time. → Yousefi 2021 q2 i? Explicit feedback was more effective than implicit feedback on immediate and short-delayed posttests, while implicit feedback's effect was better maintained on long-delayed posttests. → Yousefi 2021 (2)

Evidence¶

Yousefi 2021¶

Yousefi, M., & Nassaji, H. (2021). Corrective Feedback in Second Language Pragmatics: A Review of Research. Teaching English as a Second Language Electronic Journal (TESL-EJ), 25(1). https://tesl-ej.org/pdf/ej97/a6.pdf

q2 · i2 · review · r2

The review reports Li's (2010) meta-analysis of corrective feedback effectiveness in SLA, which found "a medium overall effect for corrective feedback (d = 0.64)" that was maintained over time.

"He found that there was a medium overall effect for corrective feedback (d = 0.64), and the effect was maintained over time."

Yousefi 2021 (2)¶

Yousefi, M., & Nassaji, H. (2021). Corrective Feedback in Second Language Pragmatics: A Review of Research. Teaching English as a Second Language Electronic Journal (TESL-EJ), 25(1). https://tesl-ej.org/pdf/ej97/a6.pdf

q2 · i? · review · r2

The review reports two findings from the same meta-analysis: explicit feedback beat implicit feedback on immediate and short-delayed posttests, while implicit feedback showed "larger effect sizes on long-delayed posttests." No effect size values are printed for this contrast.

"Explicit feedback was more effective than implicit feedback on both immediate and short-delayed posttests. Another major finding of the meta-analysis was that the effect of implicit feedback was better maintained than that of explicit feedback, as shown through larger effect sizes on long-delayed posttests."

Discussion¶

Related Claims¶

• Corrective feedback on second-language errors has a significant effect on L2 development that is maintained on delayed tests — related
• Metalinguistic feedback's gains on wh-question performance decline over a ten-day delay while recast gains hold, leaving the two no different — reports the opposite
• The literature is supportive of recasts, but recast effectiveness varies with the language area and learner knowledge, focus, and aptitudes — related
• Prior meta-analyses of feedback (Li 2010; Kang & Han 2015; Van der Kleij et al. 2015) reported positive effects but none was devoted entirely to feedback in CALL — possibly the same claim (merge candidate)
• Explicit corrective feedback outperformed implicit feedback and control conditions for third-semester Spanish learners' pragmatic performance — a narrower finding that bears on this claim
• All four written CF types, including metalinguistic code CF, outperformed the control group on the delayed posttest of explicit L2 knowledge two weeks later. — a narrower finding that bears on this claim
• On the immediate posttest of explicit L2 knowledge, direct CF and metalinguistic CF with rule explanations outperformed the control group while metalinguistic code CF did not. — related
• All four written CF types, including metalinguistic code CF, outperformed the control group on the delayed posttest of implicit L2 knowledge. — a narrower finding that bears on this claim
• Metalinguistic written CF was equivalent, not superior, to non-metalinguistic direct CF, contrasting with previous studies whose metalinguistic CF also contained correct forms. — a narrower finding that bears on this claim
• CF effectiveness is mediated by multiple variables, including linguistic targets and learners' age — related
• Theoretical perspectives support corrective feedback while contentious issues remain about uptake, instruction, and CF's purpose — related
• Explicit instruction facilitates the acquisition of L2 grammar — related
• Form-focused instruction on noun endings significantly increases French immersion students' ability to correctly assign grammatical gender, with gains maintained on delayed posttests — related
• Explicit metalinguistic feedback outperforms recasts on the delayed oral imitation posttest measuring implicit knowledge — a narrower finding that bears on this claim
• Prompts were overall more effective than recasts as corrective feedback for L2 grammar learning — a narrower finding that bears on this claim
• Students envision dual feedback utilization: real-time feedback for immediate adjustment during collaboration and post hoc feedback for reflective, long-term skill development — related
• The study compared feedback-uptake relationships across two immersion settings totaling 18.3 hr of French and 14.8 hr of Japanese classroom interaction — related
• Form-focused instruction combined with prompts is more effective than FFI combined with recasts or no feedback, especially on written tasks — a narrower finding that bears on this claim
• On the immediate posttest of implicit L2 knowledge, direct CF and metalinguistic CF with rule explanations outperformed the control group while metalinguistic code CF did not. — a narrower finding that bears on this claim
• Prompts raised learners' pragmatic awareness of refusals more than explicit feedback or control after a 10-week treatment — related
• High-confidence errors are more likely than low-confidence errors to be corrected on a later test after feedback. — related
• Feature-focused information-literacy trainings appear effective, but lack delayed-posttest evidence — related
• Long-term effects of systematic phonics are short-lived, reducing from d = 0.29 immediately after training to d = 0.07 after about a year — related