Year: 2015
Type: dissertation
Abstract: Corrective feedback has been widely discussed and both praised and rejected, in\nthis review recent research on the topic is collected, presenting an overview of\nwhat kind of feedback is most beneficial to language learners and their\ngrammatical accuracy. Initially, a brief general theoretical background is\nsummarized, followed by a short passage about the debate initialized by John\nTruscott with his claim that corrective feedback is potentially harmful for\nlanguage learners. Furthermore, through the research it is concluded that direct\ncorrective feedback is the most effective for increasing language learners’\ngrammatical proficiency, and indirect corrective feedback is most effective for\nincreasing learners’ overall accuracy, as well as their non-grammatical accuracy.\nMoreover, methodological and ethical issues of the reviewed research are\ndiscussed, followed by a discussion about the importance of the learners’ level of\nmetalinguistic awareness. Lastly, some pedagogical implications are debated and\na few suggestions for future research are made.
Author: Kajsa Smedberg
Language: English
Subfield: Language and Linguistics
Field: Arts and Humanities
Domain: Social Sciences
SDG: Quality education
Open Access status: green
OpenAlex ID: W1581271256