Use metalinguistic naught CF (rule explanations without error marking) to ease teachers' corrective feedback workload while retaining long-term effectiveness.¶

Strategy · All strategies
Evidence · no claims cited

Description¶

The article recommends metalinguistic naught CF, in which nothing is marked on errors and rule explanations are presented to the whole group, as a practical alternative to error-marking CF types. It notes "The teacher does not need to prepare and give MN separately for each individual written text as it offers the same information to the whole group simultaneously", and that the teacher need not identify or correct errors since learners do so themselves against the explanations.

Design Implications¶

Context¶

Requirements¶

• Metalinguistic rule explanations for the target structures must be presented to the whole group, and learners must inspect their own intact writing to locate and correct errors.

Constraints¶

• MN was not differentiated from MS on the immediate posttest, but its short-term effectiveness was demonstrated only for rule-explanation-level information, not for sparser metalinguistic codes.

Target Learners¶

• Low-intermediate university EFL learners

Target Learning Goals¶

• Long-term development of explicit and implicit knowledge of targeted grammatical structures

Related Strategies¶

• Embed metalinguistic corrective feedback briefly within communicative tasks without disrupting communicative flow

Examples¶

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Key Sources¶

• Jang, Sung-Soo. (2020). The efficacy of different types of metalinguistic information in L2 written corrective feedback. English Teaching, 75(4), 33-56. https://doi.org/10.15858/engtea.75.4.202012.33