The Effectiveness of Corrective Feedback in SLA: A Meta-Analysis

Language Learning

Volumn 60, Issue 2, 2010, Pages 309-365

  Li, Shaofeng ^a  

^a MICHIGAN STATE UNIVERSITY   (United States)

Author keywords

Corrective feedback; Explicit feedback; Implicit feedback; Meta analysis; Metalinguistic feedback; Moderator variables; Recasts

Indexed keywords

EID: 77954013357     PISSN: 00238333     EISSN: 14679922     Source Type: Journal    
DOI: 10.1111/j.1467-9922.2010.00561.x     Document Type: Review

References (104)

1. Ammar A, Spada N. One size fits all? Recasts, prompts, and L2 learning. Studies in Second Language Acquisition 2006, 28:543-574.
2. Ayoun D. The role of negative and positive feedback in the second language acquisition of the passé composé and imparfait. Modern Language Journal 2001, 85:226-243.
3. Bationo B. The effects of three forms of immediate feedback on learning intellectual skills in a foreign language computer-based tutorial 1991, Unpublished doctoral dissertation, The University of Toledo, Toledo, OH
4. Bell-Corrales M. The role of negative feedback in second language instruction 2001, Unpublished doctoral dissertation, University of Florida, Gainesville
5. Borenstein M, Hedges L, Higgins J, Rothstein H. Comprehensive Meta-Analysis (Version 2.2.027) [Computer software. 2005, Englewood, NJ, Biostat
6. Carpenter H, Jeon S, MacGregor D, Mackey A. Learners' interpretations of recasts. Studies in Second Language Acquisition 2006, 28:209-236.
7. Carroll S, Swain M. Explicit and implicit negative feedback: An empirical study of the learning of linguistic generalizations. Studies in Second Language Acquisition 1993, 15:357-386.
8. Carroll S, Swain M, Roberge Y. The role of feedback in adult second language acquisition: Error correction and morphological generalizations. Applied Psycholinguistics 1992, 13:173-198.
9. Chen H. A study of the effect of corrective feedback on foreign language learning: American students learning Chinese classifiers 1996, Unpublished doctoral dissertation, University of Pennsylvania, Philadelphia
10. Cohen J. Statistical power analysis for the behavioral sciences 1988, 2nd ed., Hillsdale, NJ, Erlbaum
11. Cooper H, Hedges L. Potentials and limitations of research synthesis. The handbook of research synthesis 1994, 521-530. Cooper H, Hedges L V. Eds., New York, Russell Sage Foundation
12. Cornell J, Mulrow C. Meta-Analysis. Research mythology in the social, behavioral, and life sciences 1999, 285-323. Herman A, Gideon M. Eds., London, SAGE Publications
13. DeKeyser R. The effect of error correction on L2 grammar knowledge and oral proficiency. Modern Language Journal 1993, 77:501-514.
14. DeKeyser R. Implicit and explicit learning. Handbook of second language acquisition 2003, 313-348. Doughty CLong M. Eds., Malden, MA, Blackwell
15. Handbook of second language acquisition 2003, Doughty CLong M. Eds., Malden, MA, Blackwell
16. Ellis R. Measuring implicit and explicit knowledge of a second language: A psychometric study. Studies in Second Language Acquisition 2005, 27:141-172.
17. Ellis R. The differential effects of corrective feedback on two grammatical structures. Conversational interaction in second language acquisition 2007, 339-360. Mackey A. Ed., New York, Oxford University Press
18. Ellis R, Loewen S, Erlam R. Implicit and explicit corrective feedback and the acquisition of L2 grammar. Studies in Second Language Acquisition, 28, 339-368 2006
19. Ellis R, Sheen Y. Reexamining the role of recasts in second language acquisition. Studies in Second Language Acquisition 2006, 28:575-600.
20. Felix U. Analyzing recent CALL effectiveness research: Towards a common agenda. Computer Assisted Language Learning 2005, 18:1-32.
21. Gass S, Selinker L. Second language acquisition: An introductory course 2001, Mahwah, NJ, Erlbaum
22. Gass S M. Input, interaction, and the second language learner 1997, Mahwah, NJ, Erlbaum
23. Gass S M. Input and interaction. The handbook of second language acquisition 2003, 224-255. Doughty C JLong M H. Eds., Malden, MA, Blackwell
24. Glass G. Primary, secondary, and meta-analysis of research. Education Researcher 1976, 5:3-8.
25. Goldschneider J, DeKeyser R. Explaining the " natural order of L2 morpheme acquisition" in English: A meta-analysis of multiple determinants. Language Learning 2005, 55:27-77. Suppl.
26. Han Z. A study of the impact of recasts on tense consistency in L2 output. TESOL Quarterly 2002, 36:543-572.
27. Hedges L. Statistical considerations. The handbook of research synthesis 1994, 29-38. Cooper HHedges L. Eds., New York, Russell Sage Foundation
28. Herron C. The garden path correction strategy in the foreign language classroom. The French Review 1991, 64:966-977.
29. Herron C, Tomasello M. Learning grammatical structures in a foreign language: Modeling versus feedback. The French Review 1988, 61:910-922.
30. Hino J. Linguistic information supplied by negative feedback: A study of its contribution to the process of second language acquisition 2006, Unpublished doctoral dissertation, University of Pennsylvania, Philadelphia
31. Hunter J, Schmidt F. Methods of meta-analysis 2004, London, SAGE Publications
32. Indefrey P. Meta-analysis of hemodynamic studies on first and second language processing: Which suggested differences can we trust and what do they mean. Language Learning 2006, 56:279-304.
33. Ishida M. Effects of recasts on the acquisition of the aspectual form -te i-(ru) by learners of Japanese as a foreign language. Language Learning 2004, 54:311-394.
34. Iwashita N. Negative feedback and positive evidence in task-based interaction: Differential effects on L2 development. Studies in Second Language Acquisition 2003, 25:1-36.
35. Juffer F, van Uzendoorn M H. Adoptees do not lack self-esteem: A meta-analysis of studies on self-esteem of transracial, international, and domestic adoptees. Psychological Bulletin 2007, 133:1067-1083.
36. Kang H. Negative evidence: Its positioning, explicitness and linguistic focus as factors in second language acquisition 2007, Unpublished doctoral dissertation, University of Pennsylvania, Philadelphia
37. Keck C, Iberri-Shea G, Tracy-Ventura N, Wa-Mbaleka S. Investigating the empirical link between task-based interaction and acquisition. Synthesizing research on language learning and teaching 2006, 91-131. Norris J, Ortega L, Eds., Amsterdam, Benjamins
38. Koike D, Pearson L. The effect of instruction and feedback in the development of pragmatic competence. System 2005, 33:481-501.
39. Konstantopoulos S, Hedges L. Meta-analysis. The SAGE handbook of quantitative methodology for the social sciences 2004, 281-297. Kaplan D, Ed., London, SAGE Publications
40. Krashen S. Second language acquisition and second language learning 1981, Oxford, Pergamon
41. LeBauer D S, Treseder K K. Nitrogen limitation of net primary productivity in terrestrial ecosystems is globally distributed. Ecology 2008, 89:371-379.
42. Lee H. The effects of the interactional modification of input on second: /foreign language acquisition 1997, Unpublished doctoral dissertation, Georgetown University, Washington, DC
43. Leeman J. Recasts and second language development: Beyond negative evidence. Studies in Second Language Acquisition 2003, 25:37-63.
44. Lipsey M, Wilson D. Practical meta-analysis 2001, Thousand Oaks, CA, SAGE Publications
45. Littell J H, Corcoran J, Pillai V. Systematic reviews and meta-analysis. 2008, New York, Oxford University Press
46. Liu J. The place of methods in teaching English around the world. English language teaching in China: New approaches, perspectives, and standards 2007, 13-41. Liu J. Ed., New York, Continuum International Publishing Group
47. Loewen S. Uptake in incidental focus on form in meaning-based ESL lessons. Language Learning 2004, 54:153-188.
48. Loewen S, Erlam R. Corrective feedback in the chatroom: An experimental study. Computer Assisted Language Learning 2006, 19:1-14.
49. Loewen S, Li S, Fei F, Thompson A, Nakatsukasa K, Ahn S, Chen X. L2 learners' beliefs about grammar instruction and error correction. The Modern Language Journal 2009, 93:91-104.
50. Loewen S, Nabei T. Measuring the effects of oral corrective feedback on L2 knowledge. Conversational interaction in second language acquisition 2007, 361-377. Mackey A, Ed., New York, Oxford University Press
51. Loewen S, Philp J. Recasts in the adult English L2 classroom: Characteristics, explicitness, and effectiveness. Modern Language Journal 2006, 90:536-556.
52. Long M, Inagaki S, Ortega L. The role of negative feedback in SLA: Models and recasts in Japanese and Spanish. Modern Language Journal 1998, 82:357-371.
53. Long M H. Problems in SLA 2007, Mahwah, NJ, Erlbaum
54. Lyster R. Negotiation of form, recasts, and explicit correction in relation to error types and learner repair in immersion classrooms. Language Learning 1998, 48:183-218.
55. Lyster R. Negotiation of form, recasts, and explicit correction in relation to error types and learner repair in immersion classrooms. Language Learning 2001, 51(Suppl. 1):265-301.
56. Lyster R. Different effects of prompts and effects in form-focused instruction. Studies in Second Language Acquisition 2004, 26:399-432.
57. Lyster R, Mori H. Interactional feedback and instructional counterbalance. Studies in Second Language Acquisition 2006, 28:269-300.
58. Lyster R, Ranta L. Corrective feedback and learner uptake. Studies in Second Language Acquisition 1997, 19:37-66.
59. Macheak T. Learner vs. instructor correction in adult second language acquisition: Effects of oral feedback type on the learning of French grammar 2002, Unpublished doctoral dissertation, Purdue University, West Lafayette, IN
60. Conversational interaction in SLA: A collection of empirical studies 2007, Mackey A. Ed., New York, Oxford University Press
61. Mackey A, Gass S M, McDonough K. How do learners perceive international feedback. Studies in Second Language Acquisition 2000, 22:471-497.
62. Mackey A, Goo J. Interaction research in SLA: A meta-analysis and research synthesis. Conversational interaction in SLA: A collection of empirical studies 2007, 408-452. Mackey A, Ed., New York, Oxford University Press
63. Mackey A, Oliver R. Interactional feedback and children's L2 development. System 2002, 30:459-477.
64. Mackey A, Oliver R, Leeman J. Interactional input and the incorporation of feedback: An exploration of NS-NNS and NNS-NNS adult and child dyads. Language Learning 2003, 53:35-66.
65. Mackey A, Oliver R, Philp J. Patterns of interaction in NNS-NNS conversation 1997, Paper presented at Second Language Research Forum, East Lansing, MI
66. Mackey A, Philp J. Conversational interaction and second language development: Recasts, responses, and red herrings. Modern Language Journal 1998, 82:338-356.
67. McDonough K. Identifying the impact of negative feedback and learners' response on ESL question development. Studies in Second Language Acquisition 2005, 27:79-103.
68. McDonough K. Interactional feedback and the emergence of simple past activity verbs in L2 English. Conversational interaction in second language acquisition 2007, 323-338. Mackey A. Ed., New York, Oxford University Press
69. Nabei T, Swain M. Learner awareness of recasts in classroom interaction: A case study of an adult EFL student's second language learning. Language Awareness 2002, 11:43-63.
70. Nagata N. Intelligent computer feedback for second language instruction. Modern Language Journal 1993, 77:330-339.
71. Nicholas H, Lightbown P, Spada N. Recasts as feedback to language learners. Language Learning 2001, 51:719-758.
72. Norris J, Ortega L. Effectiveness of L2 instruction: A research synthesis and quantitative meta-analysis. Language Learning 2000, 50:417-528.
73. Synthesizing research on language learning and teaching 2006, Norris JOrtega L. Eds., Amsterdam, Benjamins
74. Oliver R. Age differences in negotiation and feedback in classroom and pairwork. Language Learning 2000, 50:119-151.
75. Oliver R, Mackey A. Interactional context and feedback in child ESL classrooms. Modern Language Journal 2003, 87:519-533.
76. O'Relly L. The effect of focused versus unfocused communication tasks on the development of linguistic competence during negotiated interaction 1999, Unpublished doctoral dissertation, University of South Florida, Tampa
77. Paniagua D. A study of overt versus covert error correction in foreign language teaching 1985, Unpublished doctoral dissertation, University of Texas at Austin
78. Panova I, Lyster R. Patterns of corrective feedback and uptake in an adult ESL classroom. TESOL Quarterly 2002, 36:573-595.
79. Patall E, Cooper H, Robinson J. The effects of choice on intrinsic motivation and related outcomes: A meta-analysis of research findings. Psychological Bulletin 2008, 134:270-300.
80. Philp J. Constraints on " noticing the gap": Nonnative speakers' noticing of recasts in NS-NNS interaction. Studies in Second Language Acquisition 2003, 25:99-126.
81. Pica T. Interlanguage adjustments as an outcome of NS-NNS negotiated interaction. Language Learning 1988, 38:45-73.
82. Raudenbush S. Random effects models. The handbook of research synthesis 1994, 301-322. Cooper HHedges L V. Eds., New York, Russell Sage Foundation
83. Révész A. Focus on form in task-based language teaching: Recasts, task complexity, and L2 learning 2007, Unpublished doctoral dissertation, Teachers College, Columbia University, New York
84. Richardson K M, Rothstein H R. Effects of occupational stress management intervention programs: A meta-analysis. Journal of Occupational Health Psychology 2008, 13:69-93.
85. Roig-Torres T. Error correction in the natural approach classroom: A contrastive study 1992, Unpublished doctoral dissertation, University of Pittsburgh, Pennsylvania
86. Rosenthal R. Meta-analysis procedures for social research 1984, Beverly Hills, CA, Sage
87. Russell J, Spada N. The effectiveness of corrective feedback for second language acquisition: A meta-analysis of the research. Synthesizing research on language learning and teaching 2006, 131-164. Norris J, Ortega L. Eds., Amsterdam, Benjamins
88. Sachs R, Suh B. Textually enhanced recasts, learner awareness, and L2 outcomes in synchronous computer-mediated interaction. Conversational interaction in second language acquisition 2007, 324-338. Mackey A, Ed., New York, Oxford University Press
89. Sagarra N. From CALL to face-to-face interaction: The effect of computer-delivered recasts and working memory on L2 development. Conversational interaction in second language acquisition 2007, 229-248. Mackey A. Ed., New York, Oxford University Press
90. Sauro S. A comparative study of recasts and metalinguistic feedback through computer mediated communication on the development of L2 knowledge and production accuracy 2007, Unpublished doctoral dissertation, University of Pennsylvania, Philadelphia
91. Schmidt R. The role of consciousness in second language learning. Applied Linguistics 1990, 11:129-158.
92. Schmidt R. Attention. Cognition and second language instruction 2001, 3-32. Robinson P. Ed., Cambridge, Cambridge University Press
93. Schwartz B. On explicit and negative data effecting and affecting competence and linguistic behavior. Studies in Second Language Acquisition 1993, 15:147-163.
94. Shadish W. Do family and marital psychotherapies change what people do? A meta-analysis of behavioral outcomes. Meta-analysis for explanation: A casebook 1992, 129-208. Cook et al. Eds., New York, Russell Sage Foundation
95. Sheen Y. The effects of corrective feedback, language aptitude, and learner attitudes on the acquisition of English articles. Conversational interaction in second language acquisition 2007, 301-322. Mackey A. Ed., New York, Oxford University Press
96. Sheen Y H. Corrective feedback and leaner uptake in communicative classrooms across instructional settings. Language Teaching Research 2004, 8:263-300.
97. Sheen Y H. Exploring the relationship between characteristics of recasts and learner uptake. Language Teaching Research 2006, 10:361-392.
98. Swain M. Communicative competence: Some roles of comprehensible input and comprehensible output in it development. Input in second language acquisition 1985, 235-252. Gass SMadden C. Eds., Rowley, MA, Newbury House
99. Takahashi N. The differential effects of perceptual saliency on recasts in L2 Japanese: Learners' noticing, integration, detection, and subsequent oral production 2007, Unpublished doctoral dissertation, University of Iowa, Iowa City
100. Takashima H. A study of focused feedback, or output enhancement, in promoting accuracy in communicative activities 1995, Unpublished doctoral dissertation, Temple University, Philadelphia, PA
101. Thomas M. Assessment of L2 proficiency in second language acquisition research. Language Learning 1994, 44:307-336.
102. Tomasello M, Herron C. Feedback for language transfer errors: The garden path technique. Studies in Second Language Acquisition 1989, 11:385-395.
103. Truscott J. The effect of error correction on learners' ability to write accurately. System 2007, 16:255-272.
104. Whitlow J. Assessing the effects of positive and negative input on second language acquisition: A study investigating the learnability of the English passive by speakers of Japanese 1997, Unpublished doctoral dissertation, Boston University, Massachusetts