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Four-condition communicative task treatment contrasting negative feedback and modified output opportunities

Design · All designs
Evidence · 1 claim (1 for) · 1 study (1 causal), q3 · 0 of 1 report an effect size · 1 claim rests on one study

Description

The treatment consisted of a series of communicative tasks carried out with native English speakers under four conditions that differed in the negative feedback and modified output opportunities they provided. Sixty Thai EFL learners completed these tasks and four oral production tests over an 8-week period, allowing the study to separate the contribution of feedback provision from learners' production of modified output.

Design Implications

Context

Requirements

  • Native-speaker interlocutors during communicative tasks and repeated oral production tests to measure change.

Constraints

  • Findings pertain to Thai EFL learners interacting with native English speakers on these tasks over 8 weeks.

Target Learners

  • Thai EFL learners (n = 60)

Learning Goals

  • ESL question development

Claims

Examples

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Key Sources

  • Kim McDonough. (2005). IDENTIFYING THE IMPACT OF NEGATIVE FEEDBACK AND LEARNERS' RESPONSES ON ESL QUESTION DEVELOPMENT. Studies in Second Language Acquisition, Volume 27, Issue 1. https://doi.org/10.1017/S0272263105050047
Page metadata
Field Value
type design
id four-condition-communicative-task-treatment
title Four-condition communicative task treatment contrasting negative feedback and modified output opportunities
description The treatment consisted of a series of communicative tasks carried out with native English speakers under four conditions that differed in the negative feedback and modified output opportunities they provided.
status review
generated by process:settle-candidates on 2026-10-15
trust unverified — no one has confirmed this page's content
sources 1 — kim-mcdonough-2005

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