The authors interpret corrective feedback, rather than output production alone, as the factor most responsible for the experimental group's improved receptive vocabulary performance¶

Claim · All claims
Evidence · 1 study · causal r1 · q2
Currency · newest study 2015 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? Because low- and high-feedback receivers produced identical amounts of output, the authors conclude the performance difference between them is attributable to feedback, making feedback more significant than output. → Nowbakht and Shahnazari 2015

Evidence¶

Nowbakht and Shahnazari 2015¶

Mohammad Nowbakht, Mohammadtaghi Shahnazari. (2015). The Comparative Effects of Comprehensible Input, Output and Corrective Feedback on the Receptive Acquisition of L2 Vocabulary Items. Advances in Language and Literary Studies, 6(4). https://doi.org/10.7575/aiac.alls.v.6n.4p.103

q2 · i? · causal · r1

Authors' interpretation of the within-group comparison in the randomized experiment: both subgroups received the same input, exercises and equal output, so the Tukey difference between them is attributed to "the positive effects of feedback". This is an inference, not a directly manipulated contrast.

"Rationally, it can be concluded that the significant difference between them and the better performance of the high-feedback group might be due to the positive effects of feedback. Hence, it may be possible to state that feedback plays a more significant role in the enhanced performance of the experimental group than output."

Discussion¶

Learner Variables¶

• Vocabulary — outcome: instruction changes it

Related Claims¶

• The amount of corrective feedback an individual learner received correlated positively with that learner's post-test performance — related
• Within the output-producing group, high-feedback receivers significantly outperformed both low-feedback receivers and the input-only control group — related
• The amount of feedback given for a specific word correlated positively with the number of correct responses to its post-test item — related
• Beginning EFL learners who produced written output and received corrective feedback outperformed input-only learners on a delayed receptive vocabulary post-test — related