Writing gains from written corrective feedback decline between post-test and delayed post-test¶

Claim · All claims
Evidence · 1 study · causal r1 · q2
Currency · newest study 2018 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? The experimental group's overall writing scores dropped significantly from post-test (M=7.83) to delayed post-test four weeks later (M=6.55). → Al-Hazzani and Altalhab 2018

Evidence¶

Al-Hazzani and Altalhab 2018¶

Nahla Al-Hazzani, Sultan Altalhab. (2018). Can Explicit Written Corrective Feedback Develop Grammatical and Lexical Accuracy of Saudi EFL Learners? International Journal of Education & Literacy Studies, 6(4). https://doi.org/10.7575/aiac.ijels.v.6n.4p.16

q2 · i? · causal · r1

Paired Sample t-test within the experimental group (n=29) comparing post-test and delayed post-test overall writing scores; the article reports t=2.256, p=0.028, favoring the post-test. The authors say this "reflected the inefficiency of corrective feedback for helping the female students retain their acquired writing skills".

"As shown in Table 2, there are statistically significant differences between the female students’ scores in the experimental group for both post and post-delayed tests. These were in favor of the students’ post-test scores with an average of (7.83) compared to (6.55) for the students’ post-de - layed tests."

Discussion¶

Related Claims¶

• Accuracy gains from unfocused WCF during revision do not extend to a new piece of writing after a one-month interval at the elementary level — related
• Knowledge gained through performing-arts teaching persisted: permanence-test scores four weeks later showed no significant drop from posttest and remained higher than the control group — related
• All four written CF types, including metalinguistic code CF, outperformed the control group on the delayed posttest of implicit L2 knowledge. — reports the opposite
• Preposition accuracy gains from written corrective feedback are retained two weeks after treatment — reports the opposite
• Learning from interactive whiteboard lessons supported by visual materials persisted, with only a small significant decline four weeks after the post-test — related
• All four written CF types, including metalinguistic code CF, outperformed the control group on the delayed posttest of explicit L2 knowledge two weeks later. — reports the opposite
• Technology-supported teaching produced higher learning retention four months later, while control-group retention fell below its pre-test level — related
• The advantage of dual coding elucidation for correct lexical usage persists over a four-week delay — related
• Corrective feedback on second-language errors has a significant effect on L2 development that is maintained on delayed tests — reports the opposite
• Written corrective feedback reduces grammatical errors in EFL post-test writing — related
• Written corrective feedback reduces lexical errors in EFL post-test writing — related
• Grammatical accuracy gains from written corrective feedback are retained at delayed post-test, but lexical accuracy gains are not — related
• Achievement declined significantly from post-test to one-month follow-up in both groups, with no significant between-group difference in the decline — related
• Learners perceived instructor corrective feedback delivered through Voice Thread as helpful for improving grammar accuracy — related
• Written corrective feedback in general is inconclusive as a predictor of long-term improvement in L2 writing accuracy, with roughly 55% of studies showing positive effects — related