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1. What sort of feedback is most beneficial to learners: corrective or non-corrective? 2. Which aspects of a learner’s performance will most benefit from feedback? 3. Who should learners receive their feedback from: teachers or peers? 4. How should feedback be given: directly or indirectly? Orally or in writing? 5. When will learners most benefit
delayed feedback could be beneficial in promoting both accuracy and complexity. Quinn (2014) also found that delayed feedback led to gains in accuracy, but did not find that delayed feedback was any more effective than immediate feedback. More research is needed. From a theoretical perspective, researchers have
26 cze 2021 · This study examined the differential effects of immediate versus delayed teacher feedback. It attempted to explore how best to give feedback on student writing. The focus was on the effects of...
9 paź 2020 · This article reports on a study exploring the differential effects of immediate and delayed corrective feedback (CF) on the acquisition of the English past tense. One hundred and forty-five...
at an online university, we implemented a novel type of feedback we referred to as delayed immediate corrective feedback (DICF) and analyzed second language learners’ and teachers’ perceptions regarding its effectiveness and usefulness. Our goal was to assess the feasibility of implementing this type of feedback in our
In this model, there are six types of OCF: recast, explicit correction, clarification request, elicitation, repetition, and metalinguistic feedback. The table below provides an example and explanation for each OCF type (Lee, 2013, p. 218). Table 1. Types of oral corrective feedback. CF Types Definition.
This article reports on a study exploring the differential effects of immediate and delayed corrective feedback (CF) on the acquisition of the English past tense. One hundred and forty-five seventh-grade EFL learners were assigned to four groups: Immediate CF, Delayed CF, Task Only, and Control.
