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Direct written corrective feedback, learner differences, and the acquisition of second language article use for generic and specific plural reference

Research output: Contribution to Journal/Magazine › Journal article › peer-review

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Direct written corrective feedback, learner differences, and the acquisition of second language article use for generic and specific plural reference. / Stefanou, Charis; Revesz, Andrea.
In: Modern Language Journal, Vol. 99, No. 2, 28.07.2015, p. 263-282.

Research output: Contribution to Journal/Magazine › Journal article › peer-review

Harvard

Stefanou, C & Revesz, A 2015, 'Direct written corrective feedback, learner differences, and the acquisition of second language article use for generic and specific plural reference', Modern Language Journal, vol. 99, no. 2, pp. 263-282. https://doi.org/10.1111/modl.12212

APA

Stefanou, C., & Revesz, A. (2015). Direct written corrective feedback, learner differences, and the acquisition of second language article use for generic and specific plural reference. Modern Language Journal, 99(2), 263-282. https://doi.org/10.1111/modl.12212

Vancouver

Stefanou C, Revesz A. Direct written corrective feedback, learner differences, and the acquisition of second language article use for generic and specific plural reference. Modern Language Journal. 2015 Jul 28;99(2):263-282. Epub 2015 Jun. doi: 10.1111/modl.12212

Author

Stefanou, Charis ; Revesz, Andrea. / Direct written corrective feedback, learner differences, and the acquisition of second language article use for generic and specific plural reference. In: Modern Language Journal. 2015 ; Vol. 99, No. 2. pp. 263-282.

Bibtex

@article{2694b15ec0e24a36af1d42047f28d966,
title = "Direct written corrective feedback, learner differences, and the acquisition of second language article use for generic and specific plural reference",
abstract = "This article reports on a classroom-based study that investigated the effectiveness of direct written corrective feedback in relation to learner differences in grammatical sensitivity and knowledge of metalanguage. The study employed a pretest–posttest–delayed posttest design with two treatment sessions. Eighty-nine Greek English as a foreign language (EFL) learners were randomly assigned to 3 groups: direct feedback only, direct feedback plus metalinguistic comments, and comparison. The linguistic target was article use for specific and generic plural reference. A text summary and a truth value judgment test were employed to measure any development in learners{\textquoteright} ability to use articles. The results revealed an advantage for receiving direct feedback over no feedback, but provided no clear evidence for the benefit of supplying metalinguistic information. Additionally, participants with greater grammatical sensitivity and knowledge of metalanguage proved more likely to achieve gains in the direct feedback only group.",
keywords = "written corrective feedback, individual differences, article use",
author = "Charis Stefanou and Andrea Revesz",
year = "2015",
month = jul,
day = "28",
doi = "10.1111/modl.12212",
language = "English",
volume = "99",
pages = "263--282",
journal = "Modern Language Journal",
issn = "1540-4781",
publisher = "Wiley-Blackwell",
number = "2",

}

RIS

TY - JOUR

T1 - Direct written corrective feedback, learner differences, and the acquisition of second language article use for generic and specific plural reference

AU - Stefanou, Charis

AU - Revesz, Andrea

PY - 2015/7/28

Y1 - 2015/7/28

N2 - This article reports on a classroom-based study that investigated the effectiveness of direct written corrective feedback in relation to learner differences in grammatical sensitivity and knowledge of metalanguage. The study employed a pretest–posttest–delayed posttest design with two treatment sessions. Eighty-nine Greek English as a foreign language (EFL) learners were randomly assigned to 3 groups: direct feedback only, direct feedback plus metalinguistic comments, and comparison. The linguistic target was article use for specific and generic plural reference. A text summary and a truth value judgment test were employed to measure any development in learners’ ability to use articles. The results revealed an advantage for receiving direct feedback over no feedback, but provided no clear evidence for the benefit of supplying metalinguistic information. Additionally, participants with greater grammatical sensitivity and knowledge of metalanguage proved more likely to achieve gains in the direct feedback only group.

AB - This article reports on a classroom-based study that investigated the effectiveness of direct written corrective feedback in relation to learner differences in grammatical sensitivity and knowledge of metalanguage. The study employed a pretest–posttest–delayed posttest design with two treatment sessions. Eighty-nine Greek English as a foreign language (EFL) learners were randomly assigned to 3 groups: direct feedback only, direct feedback plus metalinguistic comments, and comparison. The linguistic target was article use for specific and generic plural reference. A text summary and a truth value judgment test were employed to measure any development in learners’ ability to use articles. The results revealed an advantage for receiving direct feedback over no feedback, but provided no clear evidence for the benefit of supplying metalinguistic information. Additionally, participants with greater grammatical sensitivity and knowledge of metalanguage proved more likely to achieve gains in the direct feedback only group.

KW - written corrective feedback

KW - individual differences

KW - article use

U2 - 10.1111/modl.12212

DO - 10.1111/modl.12212

M3 - Journal article

VL - 99

SP - 263

EP - 282

JO - Modern Language Journal

JF - Modern Language Journal

SN - 1540-4781

IS - 2

ER -