Speaker
Abstract section 3: Content/method
21 Japanese students participated in a weekly English class. They were divided into three groups, which received immediate written CF (ICF), delayed written CF (DCF), and no CF during the classes. Learner IDs were assessed using a five-point Lickert scale questionnaire (Cronbach’s alpha = 0.83). A story-writing task was administered before the first session (pretest), after the final session (immediate posttest), and a week later (delayed posttest) to measure L2 gains.
Abstract section 4: Outcomes/results
Overall results demonstrate that ICF showed the largest L2 gains (+14% accuracy) between the pretest and the immediate posttest. However, students with a more positive attitude towards CF in DCF improved 7.2% more than those in ICF (F(2,15)=7.41, p=0.05). According to the post-hoc interview, five DCF students with positive attitudes toward CF reported carefully reading the CF and reflecting upon their language use. These imply the significance of positive engagement with CF in increasing uptake (Storch & Wigglesworth, 2010). I will further discuss the potential of DCF and how instructors can encourage positive engagement with CF to maximize its effects.
Abstract section 1: Relevance
Recently, more attention has been paid on the role of corrective feedback (CF) timing in classrooms, but studies report mixed results (e.g., Kourtali et al., 2024). These studies have not considered learners’ individual differences (ID) that may have influenced the outcome. In particular, learners’ affective IDs, such as learners’ attitudes and beliefs towards CF (Sheen, 2011), merit further investigation.
Abstract section 5: References
Kourtali, N. E., & Borges, L. (2024). The effects of feedback timing on L2 development in written SCMC. Computer Assisted Language Learning, 37:8, 2291-2319.
Sheen, Y. (2011). Corrective feedback, individual differences and second language learning. Springer.
Storch, N., & Wigglesworth, G. (2010). Learners’ processing, uptake, and retention of corrective feedback on writing. Studies in Second Language Acquisition, 32(2), 303–334.
Abstract section 2: Contribution/research questions
- Do the effectiveness of delayed and immediate written CF change depending on learners' attitudes and beliefs?
- How do students' engagement with delayed and immediate written CF affect L2 gains?
| Title | Feedback timing and affective individual differences |
|---|---|
| Teaching Context | College and university education |