Preselection of grammar points in proactive FOF reduced learners' repetition and fossilization of erroneous forms¶

Claim · All claims
Evidence · 1 study · causal r1 · q1
Currency · newest study 2011 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q1 i? The authors interpret proactive pre-selection of grammar points as preventing learners from fossilizing their own and peers' erroneous forms, unlike delayed reactive correction. → Naeimeh Bakshiri 2011

Evidence¶

Naeimeh Bakshiri 2011¶

Naeimeh Bakshiri, Arshya Keyvanfar. (2011). Time Matters: Proactive vs. Reactive FOF. i-manager's Journal of English Language Teaching, Vol. 1 No. 2, April - June 2011. https://eric.ed.gov/?id=EJ1071093 doi:10.26634/jelt.1.2.1457

q1 · i? · causal · r1

Authors' observational interpretation from the beginner reactive group, where delayed elaboration exposed learners to many erroneous forms that some took three to five sessions to correct; no effect size is printed for this claimed mechanism.

"Indeed, the proactive learners of grammar less than the reactive learners repeated other learner's errors. Therefore, it can be suggested that the pre-selection of grammar points in the proactive FOF prevented learners from fossilizing their peers' as well as their own erroneous forms."

Discussion¶

Learner Variables¶

• Syntax — outcome: instruction changes it

Related Claims¶

• Beginner EFL learners taught with proactive FOF scored significantly higher on a grammar posttest than learners taught with reactive FOF — related
• Upper-intermediate EFL learners taught with proactive FOF scored significantly higher on a grammar posttest than learners taught with reactive FOF — related
• Proactive FOF improved grammar more than reactive FOF at both beginner and upper-intermediate proficiency levels — related
• Errors serve as valuable feedback for teachers and learners, but unhandled errors risk fossilization — related
• Errors should be distinguished from mistakes, and analysis proceeds through recognition, description, and explanation stages — related
• Reactive FOF is more time-consuming than proactive FOF, reducing opportunities to elaborate on preselected grammar points — related
• Quality control in peer assessment can be exercised proactively or reactively on students and their assessments — related
• L1-induced errors persist in advanced learners and risk fossilization if learners rely on compensatory communication strategies — related