The comparative effect of direct written corrective feedback and metalinguistic explanation on learners’ explicit and implicit knowledge of the English indefinite article
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Shintani and Ellis's findings suggest that metalinguistic corrective feedback does not lead to greater improvement in writing than direct corrective feedback.
“While the findings by Shintani and Ellis (2013) suggest that metalinguistic corrective feedback does not lead to greater improvement in writing than direct corrective feedback,”
From Drawing on Readerly Intuition in Sentence Level Feedback (2022) · cites this paper as Shintani & Ellis, 2013
Students who receive direct corrective feedback may just correct the isolated errors, without fully understanding the errors.
“students who receive direct corrective feedback may just correct the isolated errors, without fully understanding the errors (Shintani & Ellis, 2013).”
From Drawing on Readerly Intuition in Sentence Level Feedback (2022) · cites this paper as Shintani & Ellis, 2013
Metalinguistic corrective feedback can lead to deeper learning since students must understand the grammatical rules in order to apply them in their own writing.
“This can lead to deeper learning since students must understand the grammatical rules in order to apply them in their own writing (Shintani & Ellis, 2013).”
From Drawing on Readerly Intuition in Sentence Level Feedback (2022) · cites this paper as Shintani & Ellis, 2013
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- Authors
- Shintani, N., & Ellis, R.
- Affiliations
- Nanyang Technological University (SG)
- University of Auckland (NZ)
- Corresponding author
- Shintani, Natsuko
- Venue
- Journal of Second Language Writing
- Publisher
- Elsevier BV
- Published
- 2013-09
- Volume
- 22
- Issue
- 3
- Pages
- 286-306
- ISSN
- 1060-3743 (ISSN-L)
- OpenAlex
- W2002091368
- Cited by
- 278
- References
- 62
- Citations by year
- 2026: 14 · 2025: 17 · 2024: 19 · 2023: 35 · 2022: 31 · 2021: 29 · 2020: 26 · 2019: 31 · 2018: 19 · 2017: 21 · 2016: 16 · 2015: 12 · 2014: 7 · 2013: 1
- FWCI
- 83.67
- Type
- journal article
- Language
- en
- Open access
- green
- hdl.handle.net
- Locations
- Journal of Second Language Writing (publishedVersion)
- eSpace (Curtin University) (submittedVersion)
- Funders
- Michigan State University
- College of Engineering, Michigan State University
- Topics
- Social Sciences › Arts and Humanities › Language and Linguistics › EFL/ESL Teaching and Learning
- Social Sciences › Psychology › Developmental and Educational Psychology › Second Language Acquisition and Learning
- Social Sciences › Education › Student Assessment and Feedback
- Keywords
- written corrective feedback, metalinguistic explanation, explicit knowledge, tacit knowledge, ESL learners, second language writing, error correction, eye tracking, self-monitoring, rule awareness
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