Notetaking as a feedback tool facilitates resolution of lexical problems but leaves grammatical problems unresolved, suggesting reformulation as an alternative¶
Claim · All claims
Evidence · 1 study · qualitativer2·q1
Currency · newest study 2016 · checked against its sources 2026-10-20 (automated, 1 of 1 entry) · not reviewed by a person
Subclaims¶
Reading the evidence codes
q is the design tier, i the impact, n the sample, and the kind with its r
the rigour judged within that kind: what each code means.
This claim: no standardized effect is recorded in observations/ for it yet, so no benchmark reading is possible.
q1 i? The authors conclude that notetaking as a feedback tool only facilitates resolution of lexical problems and recommend future researchers consider reformulation instead. → Sumayyah Qaed Alsulami 2016
Evidence¶
Sumayyah Qaed Alsulami 2016¶
Sumayyah Qaed Alsulami. (2016). Testing the Noticing Function of the Output Hypothesis. English Language Teaching, 9(2). https://doi.org/10.5539/elt.v9n2p136
q1 · i? · qualitative · r2
Authors' interpretive conclusion from the single-participant case study; it offers no effect size or test statistic, stating that notetaking feedback only facilitates resolution of lexical problems and recommending reformulation as an alternative.
"The use of notetaking as a feedback tool, for example, only facilitates resolution of lexical problems, so future researchers should consider choosing another method of feedback, such as reformulation."
Discussion¶
Related Claims¶
- Review-reported experiment found output performed noticing and hypothesis-testing functions but no apparent metalinguistic function in L2 writing — the general claim this finding bears on, with the studies behind it
- Lexical LREs dominate grammar-related LREs in young learners' L2 writing noticing — related
- Conversational interaction may facilitate acquisition of some grammatical structures but not others — related
- Rewriting after noticing gaps and comparing to models produced modified output that solved more lexical gaps than grammatical problems — related
- While producing L2 paragraphs, an EFL learner's self-noticed problems were overwhelmingly lexical (about 79%) rather than grammatical (about 21%) — related
- Comparing original texts to model paragraphs prompted noticing that was again focused on lexical features — related
Page metadata
| Field | Value |
|---|---|
type |
claim |
id |
notetaking-feedback-limits-grammar-resolution |
title |
Notetaking as a feedback tool facilitates resolution of lexical problems but leaves grammatical problems unresolved, suggesting reformulation as an alternative |
description |
Notetaking as a feedback tool facilitates resolution of lexical problems but leaves grammatical problems unresolved, suggesting reformulation as an alternative |
status |
review |
evidence_strength |
weak |
newest_evidence |
2016 |
source_checked |
2026-10-20 |
generated |
by process:wiki-ingest on 2026-09-27 |
trust |
unverified — no one has confirmed this page's content |
sources |
1 — sumayyah-qaed-alsulami-2016 |
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