The Differential Effect of Two Types of Direct Written Corrective Feedback on Noticing and Uptake: Reformulation vs. Error Correction
Framed in a cognitively-oriented strand of research on corrective feedback (CF) in SLA, the controlled three- stage (composition/comparison-noticing/revision) study reported in this paper investigated the effects of two forms of direct CF (error correction and reformulation) on noticing and uptake,...
| Main Authors: | , , |
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| Format: | Article |
| Language: | English |
| Published: |
Universidad de Murcia
2010-06-01
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| Series: | International Journal of English Studies (IJES) |
| Online Access: | http://revistas.um.es/ijes/article/view/114011 |
| _version_ | 1819206988796526592 |
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| author | Rosa M. Manchón Sonia López Serrano María Santos |
| author_facet | Rosa M. Manchón Sonia López Serrano María Santos |
| author_sort | Rosa M. Manchón |
| collection | DOAJ |
| description | Framed in a cognitively-oriented strand of research on corrective feedback (CF) in SLA, the controlled three- stage (composition/comparison-noticing/revision) study reported in this paper investigated the effects of two forms of direct CF (error correction and reformulation) on noticing and uptake, as evidenced in the written output produced by a group of 8 secondary school EFL learners. Noticing was operationalized as the amount of corrections noticed in the comparison stage of the writing task, whereas uptake was operationally defined as the type and amount of accurate revisions incorporated in the participants&rsquo; revised versions of their original texts. Results support previous research findings on the positive effects of written CF on noticing and uptake, with a clear advantage of error correction over reformulation as far as uptake was concerned. Data also point to the existence of individual differences in the way EFL learners process and make use of CF in their writing. These findings are discussed from the perspective of the light they shed on the learning potential of CF in instructed SLA, and suggestions for future research are put forward.<br>Enmarcado en la investigaci&oacute;n de orden cognitivo sobre la correcci&oacute;n (&ldquo;corrective feedback&rdquo;), en este trabajo se investig&oacute; la incidencia de dos tipos de correcci&oacute;n escrita (correcci&oacute;n de errores y reformulaci&oacute;n) en los procesos de detecci&oacute;n (noticing) e incorporaci&oacute;n (&ldquo;uptake&rdquo;). Ocho alumnos de ingl&eacute;s de Educci&oacute;n Secundaria participaron en un experimento que const&oacute; de tres etapas: redacci&oacute;n, comparaci&oacute;n-detecci&oacute;n y revisi&oacute;n. La detecci&oacute;n se defini&oacute; operacionalmente en t&eacute;rminos del n&uacute;mero de correcciones registradas por los alumnos durante la etapa de detecci&oacute;n-comparaci&oacute;n, mientras que la operacionalizaci&oacute;n del proceso de incorporaci&oacute;n fue el tipo y cantidad de revisiones llevadas a cabo en la &uacute;ltima etapa del experimento. Nuestros resultados confirman los hallazgos de la investigaci&oacute;n previa sobre los efectos beneficiosos de la correcci&oacute;n de errores frente a la reformulaci&oacute;n, especialmente en lo relativo a las revisiones de los textos escritos por los informantes. Los datos tambi&eacute;n indican la existencia de diferencias individuales en la forma en que los participantes procesaron e hicieron uso de la respuesta que recibieron a sus redacciones. Estos resultados se interpretan desde la perspectiva de la luz que arrojan sobre el potencial de aprendizaje que poseen las t&eacute;cnicas de correcci&oacute;n en el aprendizaje formal de segundas lenguas, al tiempo que se sugieren posibles l&iacute;neas de trabajo para la futura investigaci&oacute;n en el campo. |
| first_indexed | 2024-12-23T05:16:21Z |
| format | Article |
| id | doaj.art-1ee5795c136c4caea3fe1458f4092e02 |
| institution | Directory Open Access Journal |
| issn | 1578-7044 |
| language | English |
| last_indexed | 2024-12-23T05:16:21Z |
| publishDate | 2010-06-01 |
| publisher | Universidad de Murcia |
| record_format | Article |
| series | International Journal of English Studies (IJES) |
| spelling | doaj.art-1ee5795c136c4caea3fe1458f4092e022022-12-21T17:58:48ZengUniversidad de MurciaInternational Journal of English Studies (IJES)1578-70442010-06-0110113115410.6018/ijes.10.1.114011The Differential Effect of Two Types of Direct Written Corrective Feedback on Noticing and Uptake: Reformulation vs. Error CorrectionRosa M. ManchónSonia López SerranoMaría SantosFramed in a cognitively-oriented strand of research on corrective feedback (CF) in SLA, the controlled three- stage (composition/comparison-noticing/revision) study reported in this paper investigated the effects of two forms of direct CF (error correction and reformulation) on noticing and uptake, as evidenced in the written output produced by a group of 8 secondary school EFL learners. Noticing was operationalized as the amount of corrections noticed in the comparison stage of the writing task, whereas uptake was operationally defined as the type and amount of accurate revisions incorporated in the participants&rsquo; revised versions of their original texts. Results support previous research findings on the positive effects of written CF on noticing and uptake, with a clear advantage of error correction over reformulation as far as uptake was concerned. Data also point to the existence of individual differences in the way EFL learners process and make use of CF in their writing. These findings are discussed from the perspective of the light they shed on the learning potential of CF in instructed SLA, and suggestions for future research are put forward.<br>Enmarcado en la investigaci&oacute;n de orden cognitivo sobre la correcci&oacute;n (&ldquo;corrective feedback&rdquo;), en este trabajo se investig&oacute; la incidencia de dos tipos de correcci&oacute;n escrita (correcci&oacute;n de errores y reformulaci&oacute;n) en los procesos de detecci&oacute;n (noticing) e incorporaci&oacute;n (&ldquo;uptake&rdquo;). Ocho alumnos de ingl&eacute;s de Educci&oacute;n Secundaria participaron en un experimento que const&oacute; de tres etapas: redacci&oacute;n, comparaci&oacute;n-detecci&oacute;n y revisi&oacute;n. La detecci&oacute;n se defini&oacute; operacionalmente en t&eacute;rminos del n&uacute;mero de correcciones registradas por los alumnos durante la etapa de detecci&oacute;n-comparaci&oacute;n, mientras que la operacionalizaci&oacute;n del proceso de incorporaci&oacute;n fue el tipo y cantidad de revisiones llevadas a cabo en la &uacute;ltima etapa del experimento. Nuestros resultados confirman los hallazgos de la investigaci&oacute;n previa sobre los efectos beneficiosos de la correcci&oacute;n de errores frente a la reformulaci&oacute;n, especialmente en lo relativo a las revisiones de los textos escritos por los informantes. Los datos tambi&eacute;n indican la existencia de diferencias individuales en la forma en que los participantes procesaron e hicieron uso de la respuesta que recibieron a sus redacciones. Estos resultados se interpretan desde la perspectiva de la luz que arrojan sobre el potencial de aprendizaje que poseen las t&eacute;cnicas de correcci&oacute;n en el aprendizaje formal de segundas lenguas, al tiempo que se sugieren posibles l&iacute;neas de trabajo para la futura investigaci&oacute;n en el campo.http://revistas.um.es/ijes/article/view/114011 |
| spellingShingle | Rosa M. Manchón Sonia López Serrano María Santos The Differential Effect of Two Types of Direct Written Corrective Feedback on Noticing and Uptake: Reformulation vs. Error Correction International Journal of English Studies (IJES) |
| title | The Differential Effect of Two Types of Direct Written Corrective Feedback on Noticing and Uptake: Reformulation vs. Error Correction |
| title_full | The Differential Effect of Two Types of Direct Written Corrective Feedback on Noticing and Uptake: Reformulation vs. Error Correction |
| title_fullStr | The Differential Effect of Two Types of Direct Written Corrective Feedback on Noticing and Uptake: Reformulation vs. Error Correction |
| title_full_unstemmed | The Differential Effect of Two Types of Direct Written Corrective Feedback on Noticing and Uptake: Reformulation vs. Error Correction |
| title_short | The Differential Effect of Two Types of Direct Written Corrective Feedback on Noticing and Uptake: Reformulation vs. Error Correction |
| title_sort | differential effect of two types of direct written corrective feedback on noticing and uptake reformulation vs error correction |
| url | http://revistas.um.es/ijes/article/view/114011 |
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