Metalinguistic feedback outperforms recasts on the immediate post-test, but the two do not differ significantly on the delayed post-test¶

Claim · All claims
Evidence · 1 study (2 entries) · causal r2 · q2
Currency · newest study 2011 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? The metalinguistic group significantly outperformed the recast group on the immediate post-test. → Ehsan Rassaei 2011 q2 i? On the delayed post-test, no statistically significant difference was observed between the metalinguistic and recast groups. → Ehsan Rassaei 2011 (2)

Evidence¶

Ehsan Rassaei 2011¶

Ehsan Rassaei, Ahmad Moinzadeh. (2011). Investigating the Effects of Three Types of Corrective Feedback on the Acquisition of English Wh-question Forms by Iranian EFL Learners. English Language Teaching, 4(2). https://doi.org/10.5539/elt.v4n2p97

q2 · i? · causal · r2

Tukey post-hoc comparison of immediate post-test scores in the four-group quasi-experiment showed the metalinguistic group significantly better than the recast group, which the authors read as "the superiority of metalinguistic fe edback over recasts."

"Although, recast group performed signifi cantly better than clarification and control groups in the post-test, metalinguistic group performed significantly better than recast group lending support to the superiority of metalinguistic fe edback over recasts."

Ehsan Rassaei 2011 (2)¶

Ehsan Rassaei, Ahmad Moinzadeh. (2011). Investigating the Effects of Three Types of Corrective Feedback on the Acquisition of English Wh-question Forms by Iranian EFL Learners. English Language Teaching, 4(2). https://doi.org/10.5539/elt.v4n2p97

q2 · i? · causal · r2

Tukey post-hoc analysis of delayed post-test scores (ten days after treatment) found no significant metalinguistic-versus-recast difference; both groups still significantly outperformed the control and clarification groups.

"In the delayed post-test, no statistically significant difference was observed between the metalinguistic and recast groups."

Discussion¶

Related Claims¶

• Immediate task success does not establish learning that persists without AI support — the general claim this finding bears on, with the studies behind it

• Corrective feedback on second-language errors has a significant effect on L2 development that is maintained on delayed tests — the general claim this finding bears on, with the studies behind it

• Explicit teaching is more effective for EFL copular be learning but its effect is not durable — related
• Metalinguistic feedback and recasts, but not clarification requests, significantly improve Iranian EFL learners' wh-question performance on an immediate post-test — related
• Metalinguistic feedback's gains on wh-question performance decline over a ten-day delay while recast gains hold, leaving the two no different — related
• Child EFL learners receiving recasts in task-based lessons improve their production of third person singular -s from pretest to posttest, in a study with no no-recast comparison group — related
• The literature is supportive of recasts, but recast effectiveness varies with the language area and learner knowledge, focus, and aptitudes — a broader claim this one bears on
• Explicit metalinguistic feedback outperforms recasts on the delayed grammaticality judgment posttest — reports the opposite
• Explicit metalinguistic feedback outperforms recasts on the delayed oral imitation posttest measuring implicit knowledge — reports the opposite
• Metalinguistic feedback produced system learning, generalizing to verbs not included in the treatment — reports the opposite
• A controlled experiment tested whether various types of negative feedback affect adult second-language learners' acquisition of abstract constraints on an overgeneralized rule (the English dative alternation). — a broader claim this one bears on
• Corrective feedback treatment and time interact significantly in shaping wh-question learning gains across the three testing periods — related
• No group differences on immediate posttests for either feedback type on either measure — reports the opposite