Yucel Yilmaz
Biographic Data
| ID | 1692075 |
|---|---|
| NAME | Yucel Yilmaz |
| GIVEN NAMES | Yucel |
| FAMILY NAME | Yilmaz |
| SIGNATURE | YILMAZ Y |
| AFFILIATIONS | Indiana University |
| ORCID | 0000-0001-5776-8342 |
| VERIFIED | Yes |
| TOTAL WORKS | 11 |
| TOTAL CITATIONS | 17 |
| WORKS AS AUTHOR | 11 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 2007 |
| LATEST PUBLICATION YEAR | 2023 |
| H-INDEX | 3 |
The effects of distributed versus massed corrective feedback on the acquisition of Spanish differential object marking
This study compares the effects of distributed versus massed corrective feedback (CF) on Spanish differential object marking (DOM). Forty‐eight Spanish learners completed three communicative tasks with a researcher on three consecutive days, one task per day. Partial recasts were used to reformulate DOM errors. The distributed group ( n = 16) received feedback in all three tasks. The massed group ( n = 16) received feedback in the last task. The …
Implicitness and Explicitness in Cognitive Abilities and Corrective Feedback
This aptitude–treatment interaction study investigated the extent to which explicit and implicit cognitive abilities are differentially related to learning outcomes under two corrective feedback conditions. One hundred and thirteen intermediate English learners of Spanish were randomly assigned to an implicit feedback (recast), explicit feedback (explicit correction), or control group after completing tests from two aptitude batteries (High-Level…
The interaction between inhibitory control and corrective feedback timing
This article reports a study investigating the role of inhibitory control in the acquisition of Spanish noun-adjective gender agreement under different feedback timing conditions. Forty-three Spanish learners completed a communicative task through synchronous computer-mediated communication. The immediate group received reformulations immediately after their errors, whereas the delayed group received reformulations at the end of the task. The con…
Corrective Feedback and the Role of Implicit Sequence-Learning Ability in L2 Online Performance
This study investigated the relative effectiveness of two instructional interventions (implicit and explicit feedback) as a function of implicit sequence-learning ability. Second language (L2) attainment was measured by means of a self-paced reading task, which shows online sensitivity to language errors. Implicit sequence-learning ability was measured by means of the serial reaction time task from the High-Level Language Aptitude Battery. Two Sp…
An Open for Replication Study
This study investigated the role of corrective feedback timing in the acquisition of Spanish noun-adjective gender agreement. Forty-five learners completed a communicative task via synchronous computer-mediated communication (SCMC) in one of three groups (immediate, delayed, control). The immediate-feedback group received error reformulations immediately after their errors. The delayed-feedback group did not receive feedback; however, at the end …
Implicit and explicit instruction in L2 learning
More than a decade has passed since Norris and Ortega’s (2000) seminal meta-analysis on the effectiveness of instruction in L2 learning. This line of research has matured for another research synthesis, which led to the present meta-analytic review. Thirty-four unique sample studies, in each of which explicit and implicit instructional treatments were compared, were retrieved and included in the present meta-analysis: 11 studies from Norris and O…
Relative Effects of Explicit and Implicit Feedback
Journal Article Relative Effects of Explicit and Implicit Feedback: The Role of Working Memory Capacity and Language Analytic Ability Get access Yucel Yilmaz Yucel Yilmaz Department of Second Language Studies, Indiana University, Bloomington, IN 47405, USA. Search for other works by this author on: Oxford Academic Google Scholar Applied Linguistics, Volume 34, Issue 3, July 2013, Pages 344–368, https://doi.org/10.1093/applin/ams044 Published: 29 …
The relative effectiveness of mixed, explicit and implicit feedback in the acquisition of English articles
Transition to Knowledge Society in Turkey
The purposes of this study are to evaluate the phase Turkey is in with regard to the transition to a knowledge society and to discuss the priorities in relation to this process in the future. In this task, first, the concept of knowledge society is examined according to various views along with the properties that such a sociological structure needs to have. Then, the current state of Turkey is assessed. This is carried out on the basis of differ…
The Relative Effects of Explicit Correction and Recasts on Two Target Structures via Two Communication Modes
This study investigated the effects of negative feedback type (i.e., explicit correction vs. recasts), communication mode (i.e., face-to-face communication vs. synchronous computer-mediated communication), and target structure salience (i.e., salient vs. nonsalient) on the acquisition of two Turkish morphemes. Forty-eight native speakers of English with no Turkish background carried out two communicative tasks during which their errors on the tar…
Igcp 521
The Relative Effects of Explicit Correction and Recasts on Two Target Structures via Two Communication Modes
This study investigated the effects of negative feedback type (i.e., explicit correction vs. recasts), communication mode (i.e., face-to-face communication vs. synchronous computer-mediated communication), and target structure salience (i.e., salient vs. nonsalient) on the acquisition of two Turkish morphemes. Forty-eight native speakers of English with no Turkish background carried out two communicative tasks during which their errors on the tar…
Corrective Feedback and the Role of Implicit Sequence-Learning Ability in L2 Online Performance
This study investigated the relative effectiveness of two instructional interventions (implicit and explicit feedback) as a function of implicit sequence-learning ability. Second language (L2) attainment was measured by means of a self-paced reading task, which shows online sensitivity to language errors. Implicit sequence-learning ability was measured by means of the serial reaction time task from the High-Level Language Aptitude Battery. Two Sp…
An Open for Replication Study
This study investigated the role of corrective feedback timing in the acquisition of Spanish noun-adjective gender agreement. Forty-five learners completed a communicative task via synchronous computer-mediated communication (SCMC) in one of three groups (immediate, delayed, control). The immediate-feedback group received error reformulations immediately after their errors. The delayed-feedback group did not receive feedback; however, at the end …
The relative effectiveness of mixed, explicit and implicit feedback in the acquisition of English articles
Igcp 521
Transition to Knowledge Society in Turkey
The purposes of this study are to evaluate the phase Turkey is in with regard to the transition to a knowledge society and to discuss the priorities in relation to this process in the future. In this task, first, the concept of knowledge society is examined according to various views along with the properties that such a sociological structure needs to have. Then, the current state of Turkey is assessed. This is carried out on the basis of differ…
The Relative Effects of Explicit Correction and Recasts on Two Target Structures via Two Communication Modes
This study investigated the effects of negative feedback type (i.e., explicit correction vs. recasts), communication mode (i.e., face-to-face communication vs. synchronous computer-mediated communication), and target structure salience (i.e., salient vs. nonsalient) on the acquisition of two Turkish morphemes. Forty-eight native speakers of English with no Turkish background carried out two communicative tasks during which their errors on the tar…
Relative Effects of Explicit and Implicit Feedback
Journal Article Relative Effects of Explicit and Implicit Feedback: The Role of Working Memory Capacity and Language Analytic Ability Get access Yucel Yilmaz Yucel Yilmaz Department of Second Language Studies, Indiana University, Bloomington, IN 47405, USA. Search for other works by this author on: Oxford Academic Google Scholar Applied Linguistics, Volume 34, Issue 3, July 2013, Pages 344–368, https://doi.org/10.1093/applin/ams044 Published: 29 …
The relative effectiveness of mixed, explicit and implicit feedback in the acquisition of English articles
Implicit and explicit instruction in L2 learning
More than a decade has passed since Norris and Ortega’s (2000) seminal meta-analysis on the effectiveness of instruction in L2 learning. This line of research has matured for another research synthesis, which led to the present meta-analytic review. Thirty-four unique sample studies, in each of which explicit and implicit instructional treatments were compared, were retrieved and included in the present meta-analysis: 11 studies from Norris and O…
An Open for Replication Study
This study investigated the role of corrective feedback timing in the acquisition of Spanish noun-adjective gender agreement. Forty-five learners completed a communicative task via synchronous computer-mediated communication (SCMC) in one of three groups (immediate, delayed, control). The immediate-feedback group received error reformulations immediately after their errors. The delayed-feedback group did not receive feedback; however, at the end …
The interaction between inhibitory control and corrective feedback timing
This article reports a study investigating the role of inhibitory control in the acquisition of Spanish noun-adjective gender agreement under different feedback timing conditions. Forty-three Spanish learners completed a communicative task through synchronous computer-mediated communication. The immediate group received reformulations immediately after their errors, whereas the delayed group received reformulations at the end of the task. The con…
Corrective Feedback and the Role of Implicit Sequence-Learning Ability in L2 Online Performance
This study investigated the relative effectiveness of two instructional interventions (implicit and explicit feedback) as a function of implicit sequence-learning ability. Second language (L2) attainment was measured by means of a self-paced reading task, which shows online sensitivity to language errors. Implicit sequence-learning ability was measured by means of the serial reaction time task from the High-Level Language Aptitude Battery. Two Sp…
Implicitness and Explicitness in Cognitive Abilities and Corrective Feedback
This aptitude–treatment interaction study investigated the extent to which explicit and implicit cognitive abilities are differentially related to learning outcomes under two corrective feedback conditions. One hundred and thirteen intermediate English learners of Spanish were randomly assigned to an implicit feedback (recast), explicit feedback (explicit correction), or control group after completing tests from two aptitude batteries (High-Level…
The effects of distributed versus massed corrective feedback on the acquisition of Spanish differential object marking
This study compares the effects of distributed versus massed corrective feedback (CF) on Spanish differential object marking (DOM). Forty‐eight Spanish learners completed three communicative tasks with a researcher on three consecutive days, one task per day. Partial recasts were used to reformulate DOM errors. The distributed group ( n = 16) received feedback in all three tasks. The massed group ( n = 16) received feedback in the last task. The …
Computer Science (8 works) · Psychology (8 works) · Cognitive psychology (6 works) · EFL/ESL Teaching and Learning (6 works) · Linguistics (6 works) · Mathematics education (6 works) · Cognition (5 works) · Corrective Feedback (5 works) · Artificial Intelligence (4 works) · Artificial Intelligence (4 works)