Corrective feedback effects on partially acquired structures may emerge only on delayed measures, not immediately¶

Claim · All claims
Evidence · 1 study · causal r1 · q2
Currency · newest study 2012 · checked against its sources 2026-11-01 (automated, 1 of 1 entry) · not reviewed by a person

Subclaims¶

q2 i? Feedback effects on oral accuracy appeared in the last session rather than earlier sessions, consistent with delayed effects for partially acquired structures. → Farahman Farrokhi 2012

Evidence¶

Farahman Farrokhi 2012¶

Farahman Farrokhi, Mohammad Hassan Chehrazad. (2012). The Effects of Planned Focus on Form on Iranian EFL Learners' Oral Accuracy. World Journal of Education. https://doi.org/10.5430/wje.v2n1p70

q2 · i? · causal · r1

Authors' interpretive comparison (type e) citing Ellis, Loewen, and Erlam (2006) and Ellis (2007): explicit feedback had a delayed rather than immediate effect on past tense acquisition, which the authors use to explain why their own effects surfaced only in session 6. The article offers this as an explanation, not a new test.

"corrective feedback in the form of metalinguistic comments did not result in statistically significant gains in the accuracy with English past tense -ed by adult L2 learners in an immediate post test but did in a delayed test administered two weeks later"

Discussion¶

Related Claims¶

• Delayed explicit and metalinguistic feedback outperforms no feedback on oral accuracy in the final session (p = .044) — a narrower finding that bears on this claim
• Planned focus on form via corrective feedback on simple past tense errors improves Iranian EFL learners' oral accuracy by the final treatment session — a narrower finding that bears on this claim
• Metalinguistic feedback produced system learning, generalizing to verbs not included in the treatment — related
• Corrective feedback on second-language errors has a significant effect on L2 development that is maintained on delayed tests — a broader claim this one bears on
• Corrective word-reading feedback effects depend on timing and reader skill: delayed feedback enhanced word-reading accuracy, and phonics feedback helped poor readers while better readers performed best with no feedback — related