An Open for Replication Study
The Role of Feedback Timing in Synchronous Computer-Mediated Communication
Bibliographic Data
| ID | 4847606 |
|---|---|
| Authors | Diana C Arroyo (Indiana University), Yucel Yilmaz (0000-0001-5776-8342, Indiana University, corresponding author) |
| Year | 2018 |
| Volume | 68 |
| Issue | 4 |
| Pages | 942-972 |
| Publication date | 2018-12-01 |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Language Learning (JOURNAL) |
| Journal identifiers | ISSN: 0023-8333 • E-ISSN: 1467-9922 |
| Publisher | Wiley (PUBLISHER • GB) |
| DOI | 10.1111/lang.12300 |
| OpenAlex | W2865864367 |
| Language | EN |
| Citations received | 23 |
| References cited | 43 |
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 of the task, they were provided with an electronic document showing the errors they had made during the task with error reformulations. The control group performed the task without receiving feedback. The immediate-feedback group outperformed the delayed-feedback group in an oral production test, but there were no differences between the two feedback groups in a grammaticality judgment test. All study materials and data are made publicly available to encourage future replications.Open PracticesThis article has been awarded Open Materials and Open Data badges. All materials and data are publicly accessible via the Open Science Framework at https://osf.io/57zkv, the IRIS Repository at https://www.iris-database.org, and Supporting Information accompanying this article. Learn more about the Open Practices badges from the Center for Open Science: https://osf.io/tvyxz/wiki
Adjective · Cognitive psychology · Control (management) · Corrective Feedback · Error detection and correction · Grammar · Grammaticality · Linguistics · Mathematics education · Natural language processing · Noun · Open data · Open Science · Peer feedback · Replication (statistics) · Statistics · Task (project management) · Test (biology) · World Wide Web · Artificial Intelligence · Computer Science · Digital Communication and Language · Discourse Analysis in Language Studies · EFL/ESL Teaching and Learning · Psychology
Immediate or delayed? Timing effects of metalinguistic written corrective feedback in classroom collaborative writing
Feedback timing and engagement with feedback. Effects on L2 written accuracy
The interaction between inhibitory control and corrective feedback timing
Task and Feedback-Based English for Tourism Subject Courses to Enhance Students' Character
Explicit Instruction within a Task
The Effects of Immediate and Delayed Corrective Feedback on L2 Development
The Associations Between Implicit and Explicit Language Aptitude and the Effects of the Timing of Corrective Feedback
Computer‐mediated feedback for L2 learners
How Human–Chatbot Interaction Impairs Charitable Giving
The effects of distributed versus massed corrective feedback on the acquisition of Spanish differential object marking
What Is the Ideal Time to Provide Corrective Feedback? An Approximate Replication of Li, Zhu, and Ellis (2016)
Immediate versus delayed prompts, field dependence and independence cognitive style and L2 development
The relationship between university EFL teachers’ oral feedback beliefs and practices and the impact of individual differences
Uneven Revision Contribution and Grammar Learning in Synchronous Computer‐Mediated Paired Writing
Effects of corrective feedback timing on EFL beginners’ learning of request strategies
The interplay between corrective feedback timing, task complexity and working memory in L2 development
From shy to fly
Timing of corrective feedback in mobile instant messaging
Immediate vs. delayed prompts, individual differences in working memory, and L2 development
What is the ideal time to provide corrective feedback? Replication of Li, Zhu & Ellis (2016) and Arroyo & Yilmaz (2018)
The associations between foreign language anxiety and the effectiveness of immediate and delayed corrective feedback
AI in the Foreign Language Classroom
(Why) Are Open Research Practices the Future for the Study of Language Learning
Form-focused instruction and the measurement of implicit and explicit L2 knowledge
Fossilized Second Language Grammars
Implicit and Explicit Corrective Feedback and the Acquisition of L2 Grammar
Attention
Restructuring Classroom Interaction with Networked Computers
Gender and number agreement in nonnative Spanish
Recasts and Second Language Development
Focus on Form
Corrective feedback and learner uptake in communicative classrooms across instructional settings
Cognitive underpinnings of focus on form
The Role of the Linguistic Environment in Second Language Acquisition
Recasts in the Adult English L2 Classroom
Estimating the reproducibility of psychological science
Language Aptitude and Long-term Achievement in Early Childhood L2 Learners
Task Content Familiarity, Task Type and Efficacy of Recasts
Gender Assignment and Agreement in L2 Spanish
Input, Interaction and Output
Using computer networking to facilitate the acquisition of interactive competence
The use of communication strategies in computer-mediated communication
Instrument Reporting Practices in Second Language Research
The partial availability of Universal Grammar in second language acquisition
Corrective Feedback and Learner Uptake
Computer-Mediated Collaborative Learning
L2 cognitive states and the Full Transfer/Full Access model
The Relative Effects of Explicit Correction and Recasts on Two Target Structures via Two Communication Modes
How Big Is "Big"? Interpreting Effect Sizes in L2 Research
The Effectiveness of Corrective Feedback in SLA
| Citations per year | 3.29 |
|---|---|
| Citation span | 2019 - 2026 (8) |
| Highly cited | No |