Explicit correction was more effective than implicit or-choice feedback for beginner Iranian EFL learners' production of English tense markers¶

Claim · All claims
Evidence · 1 study · causal r1 · q2
Currency · newest study 2008 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? The explicit correction group outperformed the or-choice group on the posttest (t=2.12, p<0.05; posttest means 12.3 vs 10.1). → Tari 2008

Evidence¶

Tari 2008¶

Somayeh Kazemi Tari. (2008). The Effect of Two Types of Feedback on Iranian EFL Learners' Tense-marker Production. https://doi.org/10.7575/aiac.alls.v.2n.1p.108

q2 · i? · causal · r1

Posttest comparison between the two intact classes of 15 learners each (n=15 per group). Table 5 prints posttest M=12.3 (SD=1.4) for the explicit correction group and M=10.1 (SD=1.8) for the or-choice group; the between-group t-test gave t=2.12, p<0.05, with no effect size printed.

"The means of the two groups on posttest, shown in Table 5 and also evident in Figure 1 show that the explicit correction group outperformed the or-choice group on the posttest: t=2.12, p<0.05."

Discussion¶

Related Claims¶

• Both explicit correction and or-choice feedback improved beginner EFL learners' accurate use of English tense markers over a ten-session instructional period — related
• The explicit correction and or-choice groups were statistically equivalent on the tense-marker pretest before instruction — related
• Planned focus on form via corrective feedback on simple past tense errors improves Iranian EFL learners' oral accuracy by the final treatment session — related
• Recasts on simple past tense errors outperform no feedback on oral accuracy in the final session (p = .040) — related
• TTS-based instruction and teacher-led instruction produce similar RPT production outcomes in EFL learners — related