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The Role of Learner Language Analytic Ability and Attitudes to Error Correction in the Effects of Focused and Unfocused Written Corrective Feedback on L2 Accuracy Development

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초록

Recent studies have demonstrated that written corrective feedback (WCF) helps to improve second language (L2) learners’ grammatical accuracy. However, how learners’ individual differences (IDs) affect the extent to which they benefit from WCF has been underexplored. The present study considered both cognitive and affective IDs by investigating the relationship between learners’ language analytic ability (LAA) and attitudes toward teacher CF and grammar and the extent to which learners improved their accuracy of two target English forms (i.e., the past hypothetical conditional and the indefinite article). A total of 108 university students in Korea participated in the study. This study examined the relative effects of focused and unfocused WCF by employing a pretest-posttest-delayed posttest design and a text-reconstruction task. It was found that whereas learners with stronger LAA benefited more from both types of feedback than learners with weaker LAA for the hypothetical conditional, LAA did not mediate the effects of both forms of feedback for the indefinite article. A similar, but not identical, finding was observed in the relationship between learners’ attitudes and the extent of their accuracy gains: a strong correlation was found for the hypothetical conditional, and for the indefinite article, a weak relationship was found for focused WCF, but no relationship was reported for unfocused WCF.

Abstract

Recent studies have demonstrated that written corrective feedback (WCF) helps to improve second language (L2) learners’ grammatical accuracy. However, how learners’ individual differences (IDs) affect the extent to which they benefit from WCF has been underexplored. The present study considered both cognitive and affective IDs by investigating the relationship between learners’ language analytic ability (LAA) and attitudes toward teacher CF and grammar and the extent to which learners improved their accuracy of two target English forms (i.e., the past hypothetical conditional and the indefinite article). A total of 108 university students in Korea participated in the study. This study examined the relative effects of focused and unfocused WCF by employing a pretest-posttest-delayed posttest design and a text-reconstruction task. It was found that whereas learners with stronger LAA benefited more from both types of feedback than learners with weaker LAA for the hypothetical conditional, LAA did not mediate the effects of both forms of feedback for the indefinite article. A similar, but not identical, finding was observed in the relationship between learners’ attitudes and the extent of their accuracy gains: a strong correlation was found for the hypothetical conditional, and for the indefinite article, a weak relationship was found for focused WCF, but no relationship was reported for unfocused WCF.

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