Producing modified output involving developmentally advanced question forms in response to negative feedback is the only significant predictor of ESL question development¶

Claim · All claims
Evidence · 1 study · causal r? · q3
Currency · newest study 2005 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q3 i? Logistic regression identified production of modified output with developmentally advanced question forms in response to negative feedback as the only significant predictor of ESL question development. → Kim McDonough 2005

Evidence¶

Kim McDonough 2005¶

Kim McDonough. (2005). IDENTIFYING THE IMPACT OF NEGATIVE FEEDBACK AND LEARNERS' RESPONSES ON ESL QUESTION DEVELOPMENT. Studies in Second Language Acquisition, Volume 27, Issue 1. https://doi.org/10.1017/S0272263105050047

q3 · i? · causal · r?

Analysis of treatment and test data from a study of 60 Thai EFL learners performing communicative tasks with native English speakers in four conditions, with four oral production tests over 8 weeks. The article reports that "the only significant predictor of ESL question development was the production of modified output involving developmentally advanced question forms in response to negative feedback." No effect size is printed.

"Logistic regression indicated that the only significant predictor of ESL question development was the production of modified output involving developmentally advanced question forms in response to negative feedback."

Studies bearing on this claim¶

Does pushing learners to produce output, and to modify it after feedback, develop their second-language grammar more than input or a supplied correction alone? This table gathers the studies behind this claim and the 11 narrower claims that bear on it: 6 distinct studies (3 causal, 1 associational, 1 review, 1 qualitative), q1–q3, 0 of 6 with an effect size coded. One row per study, codes as each entry records them; no effect is averaged and no verdict is drawn. Built by scripts/synthesize_claim.py from eval/synthesis/; a row that looks wrong is fixed on the claim it comes from.

Discussion¶

Related Claims¶

• The provision of negative feedback alone did not significantly predict ESL question development in this study — related
• Pushing for comprehensible output drives understanding and assimilation of comprehensible input — related
• Comprehensible input alone is insufficient for acquisition of high levels of grammatical proficiency — related
• Mere exposure to the target language does not automatically lead to native-like communicative competence in adult learners — related
• Form-focused instruction combined with prompts is more effective than FFI combined with recasts or no feedback, especially on written tasks — related
• Native speakers rarely supply negative input, so learners must infer or actively seek it by pushing for comprehensible output — related