2,497
Views
0
CrossRef citations to date
0
Altmetric
Research Article

The effects of feedback timing on L2 development in written SCMC

ORCID Icon & ORCID Icon
Received 05 Apr 2022, Accepted 15 Jan 2023, Published online: 26 Jan 2023

References

  • Anderson, J. R. (1993). Rules of the mind. Lawrence Erlbaum Associates.
  • Arroyo, D., & Yilmaz, Y. (2018). An open for replication study: The role of feedback timing in synchronous computer-mediated communication. Language Learning, 68(4), 942–972. https://doi.org/10.1111/lang.12300
  • Baralt, M. (2013). The impact of cognitive complexity on feedback efficacy during online versus face-to-face interactive tasks. Studies in Second Language Acquisition, 35(4), 689–725. https://doi.org/10.1017/S0272263113000429
  • Beuningen, C. (2021). Focused versus unfocused corrective feedback. In H. Nassaji & E. Kartchava (Eds.), The Cambridge Handbook of corrective feedback in second language learning and teaching (pp. 300–321). Cambridge University Press.
  • Bryfonski, L., & Ma, X. (2020). Effects of implicit versus explicit corrective feedback on Mandarin tone acquisition in a SCMC learning environment. Studies in Second Language Acquisition, 42(1), 61–88. https://doi.org/10.1017/S0272263119000317
  • Canals, L., Grañena, G., Yilmaz, Y., & Malicka, A. (2021). The relative effectiveness of immediate and delayed corrective feedback in video-based computer-mediated communication. Language Teaching Research, 0(0), 1–27. https://doi.org/10.1177/13621688211052793
  • Chun, D. M. (1994). Using computer networking to facilitate the acquisition of interactive competence. System, 22(1), 17–31. https://doi.org/10.1016/0346-251X(94)90037-X
  • Dai, Y., & Wu, Z. (2021). Mobile-assisted pronunciation learning with feedback from peers and/or automatic speech recognition: a mixed-methods study. Computer Assisted Language Learning, https://doi.org/10.1080/09588221.2021.1952272
  • Dao, P., Duong, P.-T., & Nguyen, M. (2021). Effects of SCMC mode and learner familiarity on peer feedback in L2 interaction. Computer Assisted Language Learning, https://doi.org/10.1080/09588221.2021.1976212
  • DeKeyser, R. (2007). Skill acquisition theory. In B. VanPatten & J. Williams (Eds.), Theories in second language acquisition (pp. 97–113). Lawrence Erlbaum Associates.
  • Doughty, C. (2001). Cognitive underpinnings of focus on form. In R. Robinson (Ed.), Cognition and second language instruction (pp. 206–257). Cambridge University Press. https://www.lltjournal.org/item/2786
  • Ellis, R., Sheen, Y., Murakami, M., & Takashima, H. (2008). The effects of focused and unfocused written corrective feedback in an English as a foreign language context. System, 36(3), 353–371. https://doi.org/10.1016/j.system.2008.02.001
  • Ellis, R., & Sheen, Y. (2006). Reexamining the role of recasts in second language acquisition. Studies in Second Language Acquisition, 28(4), 575–600. https://doi.org/10.1017/S027226310606027X
  • Ferris, D. (1999). The case for grammar correction in L2 writing classes: A response to Truscott (1996). Journal of Second Language Writing, 8(1), 1–11. https://doi.org/10.1016/S1060-3743(99)80110-6
  • Fu, M., & Li, S. (2022). The effects of immediate and delayed feedback on L2 development. Studies in Second Language Acquisition, 44, 2–34. https://doi.org/10.1017/S0272263120000388
  • Foster, P., & Wigglesworth, G. (2016). Capturing accuracy in second language performance: The case for a weighted clause ratio. Annual Review of Applied Linguistics, 36, 98–116. https://doi.org/10.1017/S0267190515000082
  • García Mayo, M., & García Lecumberri, L. (2003). Age and the acquisition of English as a foreign language. Multilingual Matters.
  • Gass, S., Svetics, I., & Lemelin, S. (2003). Differential effects of attention. Language Learning, 53(3), 497–545. https://doi.org/10.1111/1467-9922.00233
  • Gass, S., & Mackey, A. (2015). Input, interaction and output in second language acquisition. In B. VanPatten & J. Williams (Eds.), Theories in second language acquisition: An introduction (2nd ed., pp. 180–206). Routledge.
  • González-Lloret, M. (2014). The need for needs analysis in technology-mediated TBLT. In M. González-Lloret & L. Ortega (Eds.), Technology-mediated TBLT (pp. 23–50). John Benjamins.
  • Henderson, C. (2019). The effect of feedback timing on L2 Spanish vocabulary acquisition in synchronous computer-mediated communication. Language Teaching Research, 25(2), 185–208. https://doi.org/10.1177/1362168819832907
  • Kern, R. G. (1995). Restructuring classroom interaction with networked computers: Effects on quantity and characteristics of language production. The Modern Language Journal, 79(4), 457–476. https://doi.org/10.1111/j.1540-4781.1995.tb05445.x
  • Kim, J. H. (2018). Recasts and prompts in dyadic interaction: Explicitness of feedback and learner proficiency. English Teaching, 73(4), 3–28. https://doi.org/10.15858/engtea.73.4.201812.3
  • Kim, J. H., & Han, Z.-H. (2007). Recasts in communicative EFL classes: Do teacher intent and learner interpretation overlap?. In A. Mackey (Ed.), Conversational interaction in second language acquisition: A collection of empirical studies (pp. 269–297). Oxford University Press.
  • Kourtali, N. E., & Révész, A. (2020). The roles of recasts task complexity, and aptitude in child second language development. Language Learning, 70(1), 179–218. https://doi.org/10.1111/lang.12374
  • Kourtali, N. E. (2022). The effects of face-to-face and computer-mediated recasts on L2 development. Language Learning and Technology, 26(1), 1–20. http://hdl.handle.net/10125/73457
  • Lai, C., Fei, F., & Roots, R. (2008). The contingency of recasts and noticing. CALICO Journal, 26(1), 70–90. https://doi.org/10.1558/cj.v26i1.70-90
  • Li, S. (2010). The effectiveness of corrective feedback in SLA: A meta-analysis. Language Learning, 60(2), 309–365. https://doi.org/10.1111/j.1467-9922.2010.00561.x
  • Li, S., Zhu, Y., & Ellis, R. (2016). The effects of the timing of corrective feedback on the acquisition of a new linguistic structure. Modern Language Journal, 100(1), 276–295. https://doi.org/10.1111/modl.12315
  • Lightbown, P. M. (2007). Transfer appropriate processing as a model for classroom second language acquisition. In Z.-H. Han (Ed.), Understanding second language process (pp. 27–44). Multilingual Matters.
  • Lin, W.-C., Huang, H.-T., & Liou, H.-C. (2013). The effects of text-based SCMC on SLA: A meta analysis. Language Learning & Technology, 17(2), 123–142. https://doi.org/10.125/44327 https://www.lltjournal.org/item/2813
  • Liu, Y. (2008). The effects of error feedback in second language writing. Arizona Working Papers in SLA & Teaching, 15, 65–79.
  • Loewen, S. (2005). Incidental focus on form and second language learning. Studies in Second Language Acquisition, 27(3), 361–386. https://doi.org/10.1017/S0272263105050163
  • Loewen, S., & Erlam, R. (2006). Corrective feedback in the chatroom: An experimental study. Computer Assisted Language Learning, 19(1), 1–14. https://doi.org/10.1080/09588220600803311
  • Loewen, S., & Philp, J. (2006). Recasts in the adult English L2 classroom: Characteristics, explicitness, and effectiveness. The Modern Language Journal, 90(4), 536–556. https://doi.org/10.1111/j.1540-4781.2006.00465.x
  • Long, M. H. (1996). The role of linguistic environment in second language acquisition. In W. C. Ritchie & T. K. Bhatia (Eds.), Handbook of second language acquisition (pp. 413–468). Academic Press.
  • Long, M. H. (2007). Recasts: The story so far. In M. H. Long (Ed.), Problems in SLA (pp. 75–116). Lawrence Erlbaum.
  • Lyster, R., & Ranta, L. (1997). Corrective feedback and learner uptake: Negotiation of form in communicative classrooms. Studies in Second Language Acquisition, 19(1), 37–66. https://doi.org/10.1017/S0272263197001034
  • Lyster, R., & Saito, K. (2010). Oral feedback in classroom SLA: A meta-analysis. Studies in Second Language Acquisition, 32(2), 265–302. https://doi.org/10.1017/S0272263109990520
  • Monteiro, K. (2014). An experimental study of corrective feedback during video-conferencing. Language Learning and Technology, 18(3), 56–79. http://llt.msu.edu/issues/october2014/monteiro.pdf
  • Nassaji, H. (2009). Effects of recasts and elicitations in dyadic interaction and the role of feedback explicitness. Language Learning, 59(2), 411–452. https://doi.org/10.1111/j.1467-9922.2009.00511.x
  • Nassaji, H. (2016). Anniversary article Interactional feedback in second language teaching and learning: A synthesis and analysis of current research. Language Teaching Research, 20(4), 535–562. https://doi.org/10.1177/1362168816644940
  • Nassaji, H. (2017). The effectiveness of extensive versus intensive recasts for learning L2 grammar. Modern Language Journal, 101(2), 353–368. https://doi.org/10.1111/modl.12387
  • Nassaji, H., & Swain, M. (2000). A Vygotskian perspective on corrective feedback in L2: The effect of random versus negotiated help on the learning of English articles. Language Awareness, 9(1), 34–51. https://doi.org/10.1080/09658410008667135
  • Nicholas, H., Lightbown, P. M., & Spada, N. (2001). Recasts as feedback to language learners. Language Learning, 51(4), 719–758. https://doi.org/10.1111/0023-8333.00172
  • Plonsky, L., & Oswald, F. L. (2014). How big is “big”? Interpreting effect sizes in L2 research. Language Learning, 64(4), 878–912. https://doi.org/10.1111/lang.12079
  • Quinn, P. (2021). Corrective feedback timing and second language grammatical development: Research, theory, and practice. In H. Nassaji & E. Kartchava (Eds.), The Cambridge Handbook of corrective feedback in second language learning and teaching (pp. 322–340). Cambridge University Press.
  • Rassaei, E. (2022). Recasts during mobile-mediated audio and video interactions: learners’ responses, their interpretations, and the development of English articles. Computer Assisted Language Learning, 35(1-2), 114–140. https://doi.org/10.1080/09588221.2019.1671461
  • Russell, J., & Spada, N. (2006). The effectiveness of corrective feedback for the acquisition of L2 grammar: A meta-analysis of the research. In J. M. Norris & L. Ortega (Eds.), Synthesizing research on language learning and teaching (pp. 133–164). John Benjamins.
  • Sachs, R., & Suh, B. R. (2007). Textually enhanced recasts, learner awareness, and L2 outcomes in synchronous computer-mediated interaction. In A. Mackey (Ed.), Conversational interaction in second language acquisition: A collection of empirical studies (pp. 197–227). Oxford University Press.
  • Sagarra, N., & Alba, M. (2006). The key Is in the keyword: L2 vocabulary learning methods with beginning learners of Spanish. Modern Language Journal, 90(2), 228–243. https://doi.org/10.1111/j.1540-4781.2006.00394.x
  • Sauro, S. (2009). Computer-mediated corrective feedback and the development of L2 grammar. Language Learning & Technology, 13(1), 96–120. 10125/44170
  • Schmitt, N. (2019). Understanding vocabulary acquisition, instruction, and assessment: A research agenda. Language Teaching, 52, 261–274. https://doi.org/10.1017/S0261444819000053
  • Shintani, N. (2015). The effects of computer-mediated synchronous and asynchronous direct corrective feedback on writing: A case study. Computer Assisted Language Learning, 29(3), 517–538. https://doi.org/10.1080/09588221.2014.993400
  • Shintani, N., & Aubrey, S. (2016). The effectiveness of synchronous and asynchronous written corrective feedback on grammatical accuracy in a computer-mediated environment. Modern Language Journal, 100(1), 296–319. https://doi.org/10.1111/modl.12317
  • Skehan, P. (1998). A cognitive approach to language learning. Oxford University Press.
  • Skehan, P. (2009). Modelling second language performance: Integrating complexity, accuracy, fluency, and lexis. Applied Linguistics, 30(4), 510–532. https://doi.org/10.1093/applin/amp047
  • Skehan, P. (2014). Limited attentional capacity, second language performance, and task-based pedagogy. In P. Skehan (Ed.), Processing perspectives on task performance (pp. 211–260). John Benjamins.
  • Smith, B. (2012). Eye tracking as a measure of noticing: A study of explicit recasts in SCMC. Language Learning & Technology, 16(3), 53–81. https://doi.org/10.125/44300
  • Swain, M. (1995). Three functions of output in second language learning. In G. Cook & B. Seidlhoffer (Eds.), Principle and practice in applied linguistics: Studies in honour of H.G. Widdowson (pp. 125–144). Oxford University Press.
  • Truscott, J. (1996). The case against grammar correction in L2 writing classes. Language Learning, 46(2), 327–369. https://doi.org/10.1111/j.1467-1770.1996.tb01238.x
  • Warschauer, M. (1996). Motivational aspects of using computers for writing and communication. In M. Warschauer (Ed.), Telecollaboration in foreign language learning: Proceedings of the Hawai’i symposium (pp. 29–46). University of Hawai’i Press.
  • Xu, Q., & Peng, H. (2017). Investigating mobile-assisted oral feedback in teaching Chinese as a second language. Computer Assisted Language Learning, 30(3-4), 173–182. DOI: 10.1080/09588221.2017.1297836 https://www.lltjournal.org/item/2786
  • Yilmaz, Y. (2012). The relative effects of explicit correction and recasts on two target structures via two communication modes. Language Learning, 62(4), 1134–1169. https://doi.org/10.1111/j.1467-9922.2012.00726.x
  • Yuan, F., & Ellis, R. (2003). The effects of pre-task planning and on-line planning on fluency, complexity and accuracy in L2 monologic oral production. Applied Linguistics, 24(1), 1–27. https://doi.org/10.1093/applin/24.1.1
  • Ziegler, N. (2016). Synchronous computer-mediated communication and interaction: A meta-analysis. Studies in Second Language Acquisition, 38(3), 553–586. https://doi.org/10.1017/S027226311500025X