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Effects of feedback timing and type ...

Lavolette, Elizabeth H. P.

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Effects of feedback timing and type on learning ESL grammar rules.

Record Type:	Electronic resources : Monograph/item
Title/Author:	Effects of feedback timing and type on learning ESL grammar rules./
Author:	Lavolette, Elizabeth H. P.
Published:	Ann Arbor : ProQuest Dissertations & Theses, : 2014,
Description:	161 p.
Notes:	Source: Dissertation Abstracts International, Volume: 75-10(E), Section: A.
Contained By:	Dissertation Abstracts International75-10A(E).
Subject:	English as a second language. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3624625
ISBN:	9781303982798

Effects of feedback timing and type on learning ESL grammar rules.
Lavolette, Elizabeth H. P.

Effects of feedback timing and type on learning ESL grammar rules. - Ann Arbor : ProQuest Dissertations & Theses, 2014 - 161 p.

Source: Dissertation Abstracts International, Volume: 75-10(E), Section: A.

Thesis (Ph.D.)--Michigan State University, 2014.

The optimal timing of feedback on formative assessments is an open question, with the cognitive processing window theory (Doughty, 2001) underlying the interaction approach suggesting that immediate feedback may be most beneficial for language acquisition (e.g., Gass, 2010; Polio, 2012) and two educational psychology hypotheses conversely suggesting that delayed feedback may be superior for error correction (dual-trace hypothesis, Kulik & Kulik, 1988; interference-perseveration hypothesis, Kulhavy & Anderson, 1972).

ISBN: 9781303982798Subjects--Topical Terms:

516208
English as a second language.

Effects of feedback timing and type on learning ESL grammar rules.
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100 1 $a Lavolette, Elizabeth H. P. $3 3352259
245 1 0 $a Effects of feedback timing and type on learning ESL grammar rules.
260 1 $a Ann Arbor : $b ProQuest Dissertations & Theses, $c 2014
300 $a 161 p.
500 $a Source: Dissertation Abstracts International, Volume: 75-10(E), Section: A.
500 $a Advisers: Charlene Polio; Senta Goertler.
502 $a Thesis (Ph.D.)--Michigan State University, 2014.
520 $a The optimal timing of feedback on formative assessments is an open question, with the cognitive processing window theory (Doughty, 2001) underlying the interaction approach suggesting that immediate feedback may be most beneficial for language acquisition (e.g., Gass, 2010; Polio, 2012) and two educational psychology hypotheses conversely suggesting that delayed feedback may be superior for error correction (dual-trace hypothesis, Kulik & Kulik, 1988; interference-perseveration hypothesis, Kulhavy & Anderson, 1972).
520 $a To explore the effects of varied feedback timing on both item learning and rule generalization, 118 intermediate ESL students were randomly assigned to item-by-item or end-of- test computerized feedback conditions. Within each timing group, half of the students received feedback that indicated the correct answer and whether they had answered correctly or incorrectly (without metalinguistic feedback). The other students received additional feedback that stated a rule that applied to the item (metalinguistic feedback). A pretest, two treatments, a 5-minute-delayed posttest, and a 1-week-delayed posttest were administered. Each treatment contained 17 multiple-choice items that were followed by item-by-item or end-of-test feedback. The pretest and both posttests included all items from the treatment (to test item learning) plus 10 new multiple-choice items to test generalization of rules. The data were analyzed using mixed-design ANOVAs.
520 $a The item-by-item metalinguistic feedback group had higher gain scores than the other feedback groups on the treatment items on both posttests, although no significant main effects were found for either feedback timing or type. This suggests that item-by-item metalinguistic feedback is better for item learning. On the items that did not appear on the treatment, the item-by- item groups outperformed the end-of-test groups, with a marginally significant main effect of feedback timing, F(1, 108) = 3.61, p = .06, eta2part = .032. This suggests that item-by-item feedback may be better for learning to generalize. In addition, the groups that received item-by-item feedback spent significantly less time reading the feedback than did the groups who received end-of-test feedback, F(1, 108) = 4.14, p = .044, eta2part = .037. These combined results suggest that item-by-item metalinguistic feedback may be more effective and efficient for language learners for both item learning and learning to generalize, although the small effects sizes indicate that providing this type and timing of feedback should be only one of many interventions to improve instruction. In addition, these results lend support to the cognitive processing window theory and attention-based theory underlying the interaction approach.
590 $a School code: 0128.
650 4 $a English as a second language. $3 516208
650 4 $a Educational technology. $3 517670
650 4 $a Educational psychology. $3 517650
690 $a 0441
690 $a 0710
690 $a 0525
710 2 $a Michigan State University. $b Second Language Studies - Doctor of Philosophy. $3 3171490
773 0 $t Dissertation Abstracts International $g 75-10A(E).
790 $a 0128
791 $a Ph.D.
792 $a 2014
793 $a English
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3624625