The Effects of Indirect Written Corrective Feedback and Revision on L2 Learning
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초록
The present study investigated the effects of two types of indirect written corrective feedback (coded and uncoded feedback) and revision on L2 learning. Eighty Korean EFL learners from five intact classes at a university participated in the study. Five classes were randomly assigned to a control group or one of the four experimental groups that differed in terms of (1) what type of indirect feedback they received and (2) whether they were asked to revise after the feedback session. The study employed a pretest-posttest design with two treatment sessions. The linguistic target was the past counterfactual conditional. A written story-retelling task was used to measure any development in learners’ ability to use the target structure. Results showed an advantage for receiving indirect coded feedback over no feedback, but there was no significant difference between coded and uncoded feedback conditions. Revision opportunity (after WCF) did not significantly enhance the effects of indirect feedback. Furthermore, results indicated that coded indirect feedback itself was effective for improving learners’ ability to use the target structure, while uncoded indirect feedback was effective only when it was followed by revision when compared to no feedback condition.
Abstract
The present study investigated the effects of two types of indirect written corrective feedback (coded and uncoded feedback) and revision on L2 learning. Eighty Korean EFL learners from five intact classes at a university participated in the study. Five classes were randomly assigned to a control group or one of the four experimental groups that differed in terms of (1) what type of indirect feedback they received and (2) whether they were asked to revise after the feedback session. The study employed a pretest-posttest design with two treatment sessions. The linguistic target was the past counterfactual conditional. A written story-retelling task was used to measure any development in learners’ ability to use the target structure. Results showed an advantage for receiving indirect coded feedback over no feedback, but there was no significant difference between coded and uncoded feedback conditions. Revision opportunity (after WCF) did not significantly enhance the effects of indirect feedback. Furthermore, results indicated that coded indirect feedback itself was effective for improving learners’ ability to use the target structure, while uncoded indirect feedback was effective only when it was followed by revision when compared to no feedback condition.
참고문헌 (29)
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