Within the output-producing group, high-feedback receivers significantly outperformed both low-feedback receivers and the input-only control group¶
Claim · All claims
Evidence · 1 study · causalr1·q3
Currency · newest study 2015 · not yet checked against its sources · not reviewed by a person
Subclaims¶
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q3 i? A one-way ANOVA found a significant difference among the control, low-feedback and high-feedback groups on the post-test, and Tukey HSD showed the high-feedback group differed significantly from both other groups. → 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
q3 · i? · causal · r1
One-way ANOVA across three groups (control, 8 low-feedback receivers, 7 high-feedback receivers) was significant (F(2, 27) = 8.464, p = .001); post-test means were 21.571, 15.625 and 13.200 respectively, with the high-feedback group mean of "21.57" (SD = 1.98).
"The results of the Tukey post-hoc test display that the high-feedback group is significantly different in the post test from the low-feedback group (p= 0.04) and the control group (p= 0.001); however, the low-feedback group and the control group are not statistically different from each other ( p=0.43)."
Discussion¶
Related Claims¶
- The authors interpret corrective feedback, rather than output production alone, as the factor most responsible for the experimental group's improved receptive vocabulary performance — related
- Output-prompting feedback outperforms input-providing and no-feedback conditions on both immediate and delayed grammar posttests in young EFL learners — related
- Beginning EFL learners who produced written output and received corrective feedback outperformed input-only learners on a delayed receptive vocabulary post-test — related
- All three groups benefited from the instructional intervention, with both experimental groups benefiting the most — related
- Posttest grammar scores differed significantly among the three feedback groups (omnibus ANOVA) — related
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