Theoretical perspectives support corrective feedback while contentious issues remain about uptake, instruction, and CF's purpose¶

Claim · All claims
Evidence · 1 study · review r3 · q2
Currency · newest study 2013 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? The review presents theoretical perspectives in support of CF and addresses contentious issues about learner uptake, the role of instruction, and whether CF initiates new knowledge or consolidates acquired knowledge. → Roy Lyster 2013

Evidence¶

Roy Lyster 2013¶

Roy Lyster, Kazuya Saito, and Masatoshi Sato. (2013). Oral corrective feedback in second language classrooms. Language Teaching, Volume 46, Issue 1. https://doi.org/10.1017/S0261444812000365

q2 · i? · review · r3

The review's theoretical section presents perspectives supporting CF and explicitly frames three contentious issues: "the role of learner uptake", the role of instruction, and whether CF's purpose is "to initiate the acquisition of new knowledge or to consolidate already acquired knowledge".

"Next, theoretical perspectives in support of CF are presented and some contentious issues addressed related to the role of learner uptake, the role of instruction, and the overall purpose of CF: to initiate the acquisition of new knowledge or to consolidate already acquired knowledge."

Discussion¶

Related Claims¶

• The frequency of oral corrective feedback differs across instructional contexts — related
• Corrective feedback on second-language errors has a significant effect on L2 development that is maintained on delayed tests — related
• Corrective feedback facilitates L2 grammatical development, with explicit feedback stronger immediately and implicit feedback better maintained over time — related
• Metalinguistic written CF was equivalent, not superior, to non-metalinguistic direct CF, contrasting with previous studies whose metalinguistic CF also contained correct forms. — related
• Laboratory and classroom studies assess the effects of recasts and different CF types differentially — related
• Learners prefer receiving corrective feedback more than teachers feel they should provide it — related
• Feedback Most Effective At Task And Process Levels — related