Mother-tongue interference errors resist full correction even under constructive feedback¶

Claim · All claims
Evidence · 1 study · causal r1 · q2
Currency · newest study 2013 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? After CFB-based remedial teaching, some errors in article and preposition use remained because of mother-tongue interference and overgeneralization of rules. → Gulzar et al. 2013

Evidence¶

Gulzar et al. 2013¶

Malik Ajmal Gulzar, Sartaj Fakhar Jilani & Choudhary Zahid Javid. (2013). Constructive Feedback: An Effective Constituent for Eradicating Impediments in Writing Skills. English Language Teaching, 6(8). https://doi.org/10.5539/elt.v6n8p21

q2 · i? · causal · r1

Authors' analysis of the experimental group's post-test results (Table 5): despite overall improvement, "A very few problems in the use of articles, and prepositions remained". This is the authors' interpretation of residual error patterns; no effect size is printed.

"A very few problems in the use of articles, and prepositions remained there due to interference of mother tongue and over generalization of rules."

Discussion¶

Related Claims¶

• One month of constructive-feedback remedial teaching cut experimental-group writing errors by 52% to 78% per student — related
• Learner errors arise from interlingual transfer, intralingual overgeneralization, cultural interference, and communicative strategies — a broader claim this one bears on
• Errors serve as valuable feedback for teachers and learners, but unhandled errors risk fossilization — related
• Preposition accuracy gains from written corrective feedback are retained two weeks after treatment — reports the opposite