Assessing the effect of focused direct and focused indirect written corrective feedback on explicit and implicit knowledge of language learners
Open accessAbstract
This study investigates the effect of teacher’s written corrective feedback (WCF) on acquisition of explicit and implicit knowledge of simple past tense by language learners. Eighty-seven Iranian beginner learners of English participated in this study. The participants were randomly assigned to three groups: focused direct WCF, focused indirect WCF, and control groups. The participants completed text summary tasks. They also took placement test, pretest narrative writing task, text summary tasks, pretest and posttest untimed grammaticality judgment test, metalinguistic test, and timed grammaticality judgment test. The results of the data analysis showed the positive effect of WCF on acquisition of explicit and implicit knowledge of simple past tense by Iranian beginner learners of English in an English as a foreign language classroom context. However, the findings of the study should be interpreted cautiously due to different factors involved in explicit and implicit acquisition of a structure and also the nature of a structure and its difficulty and complexity. The findings of the study are discussed in detail and future venues for research are suggested.
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Indirect corrective feedback can put too much onus on students to figure out what went wrong, which is particularly problematic for new language learners.
“This approach to corrective feedback is also problematic because it can put too much onus on students to figure out what went wrong, which is particularly problematic for new language learners (Nemati, Alavi, & Mohebbi, 2019).”
From Drawing on Readerly Intuition in Sentence Level Feedback (2022) · cites this paper as Nemati, Alavi, & Mohebbi, 2019
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- Authors
- Nemati, M., Alavi, S. M., & Mohebbi, H.
- Affiliations
- University of Tehran (IR)
- Corresponding author
- Mohebbi, Hassan
- Venue
- Language Testing in Asia
- Published
- 2019-05-23
- Volume
- 9
- Issue
- 1
- ISSN
- 2229-0443 (ISSN-L)
- OpenAlex
- W2947236433
- Cited by
- 25
- References
- 81
- Citations by year
- 2026: 1 · 2025: 2 · 2024: 2 · 2023: 8 · 2022: 7 · 2021: 3 · 2020: 2
- FWCI
- 14.18
- Type
- journal article
- Language
- en
- Open access
- gold
- doi.org
- Locations
- Language Testing in Asia (publishedVersion, cc-by)
- DOAJ (DOAJ: Directory of Open Access Journals) (submittedVersion, cc-by-sa)
- 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, explicit knowledge, tacit knowledge, simple past tense, English as a foreign language, beginner learners, grammaticality judgment, metalinguistic awareness, narrative writing
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