Corrective feedback treatment and time interact significantly in shaping wh-question learning gains across the three testing periods¶
Claim · All claims
Evidence · 1 study · causalr2·q2
Currency · newest study 2011 · 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.
q2 i? A two-way repeated measures ANOVA showed significant effects for treatment, time, and the time-by-treatment interaction. → Ehsan Rassaei 2011
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
Two-way repeated measures ANOVA on total grammaticality judgment scores with time (pre-test, post-test, delayed post-test) and corrective feedback treatment as factors; the interaction F (6, 129) = 14.09 was significant, as were treatment, F (3, 130) = 15.79, and time, F (2, 131) = 94.06.
"there was a significant time* treatment interaction, indicating that the groups performed differently from each other over time: F (6, 129) = 14.09."
Discussion¶
Related Claims¶
- 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 — a narrower finding that bears on this claim
- Metalinguistic feedback's gains on wh-question performance decline over a ten-day delay while recast gains hold, leaving the two no different — a narrower finding that bears on this claim
- Learners in all three corrective-feedback groups improve irregular past tense performance on both GJT and EIT from pretest to posttests, a within-group gain that does not separate the feedback types — related
- Metalinguistic feedback outperforms recasts on the immediate post-test, but the two do not differ significantly on the delayed post-test — related
Page metadata
| Field | Value |
|---|---|
type |
claim |
id |
time-treatment-interaction-corrective-feedback |
title |
Corrective feedback treatment and time interact significantly in shaping wh-question learning gains across the three testing periods |
description |
Corrective feedback treatment and time interact significantly in shaping wh-question learning gains across the three testing periods |
status |
review |
evidence_strength |
moderate |
newest_evidence |
2011 |
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 — ehsan-rassaei-2011 |
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