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Cited by 791

The DOI matches its Crossref record; 3 of the 3 references it cites were found in a registry or an index.

The Effect of Focused Written Corrective Feedback and Language Aptitude on ESL Learners' Acquisition of Articles

SHEEN, YOUNGHEE·2007·TESOL Quarterly
DOI 10.1002/j.1545-7249.2007.tb00059.x
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Abstract

This study examines the differential effect of two types of written corrective feedback (CF) and the extent to which language analytic ability mediates the effects of CF on the acquisition of articles by adult intermediate ESL learners of various L1 backgrounds (N = 91). Three groups were formed: a direct‐only correction group, a direct metalinguistic correction group, and a control group. The study found that both treatment groups performed much better than the control group on the immediate posttests, but the direct metalinguistic group performed better than the direct‐only correction group in the delayed posttests. It also found a significantly positive association between students' gains and their aptitude for language analysis. Moreover, language analytic ability was more strongly related to acquisition in the direct metalinguistic group than in the direct‐only group. The results showed that written CF targeting a single linguistic feature improved learners' accuracy, especially when metalinguistic feedback was provided and the learners had high language analytic ability.

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Citations

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Metadata

Authors
SHEEN, Y.
Venue
TESOL Quarterly
Publisher
Wiley
Published
2007-06
Volume
41
Issue
2
Pages
255-283
ISSN
  • 0039-8322 (ISSN-L)
  • 1545-7249
DOI
10.1002/j.1545-7249.2007.tb00059.x
OpenAlex
W1537241704
Cited by
791
References
3
FWCI
137.18
Type
journal article
Language
en
Open access
closed
Licence
onlinelibrary.wiley.com/termsAndConditions#vor (vor, 1673 d)

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