Term
2010
Capstone
Restricted Access Thesis
Degree Name
MAESL
Abstract
The research questions addressed in this case study are: (1) which type of corrective feedback, implicit or explicit, is more effective for gains in L2 grammar accuracy, specifically past tense -ed, for middle school ELLs? and (2) are recasts or metalinguistic feedback associated with higher accuracy scores on posttests and is that accuracy retained on a delayed posttest? The study is modeled after an Ellis, Loewan, and Erlam 2006 research study investigating implicit and explicit corrective feedback. Data was collected through a quantitative research design using a pretest, immediate posttest, and a delayed posttest. Results indicated that corrective feedback had a positive effect on the learning of students receiving implicit and explicit feedback. The feedback appears to have had a larger effect on the learners receiving explicit feedback than on the learners receiving implicit feedback.
Recommended Citation
Fawbush, Ben, "Implicit and explicit corrective feedback for middle school ESL learners" (2010). School of Education and Leadership Student Capstone Theses and Dissertations. 420.
https://digitalcommons.hamline.edu/hse_all/420
