Corrective feedback types as a continuum from explicit to implicit¶

Theory · All theories
Evidence · 5 claims (4 for, 1 mixed) · 5 studies (2 quant-synthesis, 2 review, 1 causal), q2–q3 · 2 of 5 report an effect size · 2 claims rest on one study

Description¶

The review presents corrective feedback as an interactional strategy making learners aware of incorrect language use and providing models for more appropriate L2 use. CF may consist of "an indication of the existence of an error, provision of the correct target form, or metalinguistic information about the rules of the target language." Because "CF can vary in degree of explicitness, so it is best viewed on a continuum between explicit and implicit," the review illustrates different CF types along this continuum in its Figure 1, and notes CF can also be written or oral and immediate or delayed.

Design Implications¶

Context¶

Requirements¶

• Feedback must make learners aware of their incorrect language use and provide a model for more appropriate L2 use

Constraints¶

• Researchers differ in their opinions as to which types of CF are most effective, per the review

Target Learners¶

• second and foreign language learners

Target Learning Objectives¶

• L2 pragmatic competence
• L2 grammatical accuracy

Claims¶

• Cf Facilitates L2 Grammar Explicit Implicit Durability [+M]
• Prompts raised learners' pragmatic awareness of refusals more than explicit feedback or control after a 10-week treatment [+W]
• Corrective feedback on second-language errors has a significant effect on L2 development that is maintained on delayed tests [+S]
• Metalinguistic feedback's gains on wh-question performance decline over a ten-day delay while recast gains hold, leaving the two no different [~M]
• The literature is supportive of recasts, but recast effectiveness varies with the language area and learner knowledge, focus, and aptitudes [+M]

Related Theories¶

Examples¶

• Strategy training to strengthen learner-provided corrective feedback during peer interaction

Key Sources¶

• Yousefi, M., & Nassaji, H. (2021). Corrective Feedback in Second Language Pragmatics: A Review of Research. Teaching English as a Second Language Electronic Journal (TESL-EJ), 25(1). https://tesl-ej.org/pdf/ej97/a6.pdf