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Related Experiment Video

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Assessing Working Memory in Children: The Comprehensive Assessment Battery for Children – Working Memory (CABC-WM)
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Corrective feedback, individual differences in working memory, and L2 development.

Yi Liao1,2, Wei Zhang3,4

  • 1Academy of Arts and Design, Tsinghua University, Beijing, China.

Frontiers in Psychology
|January 2, 2023
PubMed
Summary
This summary is machine-generated.

This study shows that explicit corrections and meta-linguistic feedback improve L2 English grammar, especially for learners with varying working memory (WM). Analogy-based feedback benefits higher WM learners most.

Keywords:
English third-person singular form -sWManalogy-based CFexplicit correctionsmeta-linguistic CF

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Area of Science:

  • Second Language Acquisition
  • Applied Linguistics
  • Cognitive Psychology

Background:

  • Effective corrective feedback (CF) is crucial for L2 grammar acquisition.
  • Individual differences, such as working memory (WM), can influence learning outcomes.
  • The specific impact of different CF types on L2 grammar, considering WM, requires further investigation.

Purpose of the Study:

  • To investigate the differential effects of explicit corrections, meta-linguistic CF, and analogy-based CF on the acquisition of the English third-person singular -s.
  • To examine the mediating role of working memory (WM) in these effects.
  • To identify optimal pedagogical approaches for L2 learners with varying WM capacities.

Main Methods:

  • One hundred Chinese EFL learners were assigned to explicit correction, meta-linguistic CF, analogy-based CF, or control groups.
  • Learners participated in information-gap and picture-description activities incorporating targeted feedback.
  • Performance was assessed using the Untimed Grammatical Judgement Test (UGJT) and Elicited Oral Production Test (EOPT); WM was measured via operation span test.

Main Results:

  • All CF groups showed significant improvement in the third-person singular -s compared to the control group.
  • Explicit corrections and meta-linguistic CF were more effective on the immediate posttest than analogy-based CF.
  • Working memory significantly mediated the effects of analogy-based CF but not explicit or meta-linguistic CF.

Conclusions:

  • Explicit corrections and meta-linguistic CF offer broader benefits across different WM levels.
  • Analogy-based CF is particularly beneficial for learners with higher working memory capacity.
  • Findings support profile-matched pedagogical strategies for L2 instruction tailored to learner WM.