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Optimal timing of treatment for errors in second language learning – A systematic review of corrective feedback timing

Although a large body of research has developed on corrective feedback in second language acquisition (SLA) in the past 30 years, there are few empirical studies examining the relationship between feedback timing and SLA. To begin to address this gap, this study reviews the existing research on the...

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Autores principales: Xu, Mingfei, Zeng, Simin
Formato: Online Artículo Texto
Lenguaje:English
Publicado: Frontiers Media S.A. 2023
Materias:
Acceso en línea:https://www.ncbi.nlm.nih.gov/pmc/articles/PMC9995700/
https://www.ncbi.nlm.nih.gov/pubmed/36910773
http://dx.doi.org/10.3389/fpsyg.2023.1026174
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author Xu, Mingfei
Zeng, Simin
author_facet Xu, Mingfei
Zeng, Simin
author_sort Xu, Mingfei
collection PubMed
description Although a large body of research has developed on corrective feedback in second language acquisition (SLA) in the past 30 years, there are few empirical studies examining the relationship between feedback timing and SLA. To begin to address this gap, this study reviews the existing research on the impact of corrective feedback timing on SLA. It aims to investigate the possible influential factors that might have led to inconsistent research findings and theoretical explanations. The review was conducted according to PRISMA-statement through searches in peer-reviewed electronic databases including Social Sciences Citation Index (SSCI), Scopus, EBSCO, which includes ERIC and the British Education Index and gray literature (doctoral dissertations in ProQuest). Twenty studies conducted and published between 2006 and 2021 were finally analyzed to reveal the current trends. The results of this review indicate that there is no definite answer to the question of when errors in L2 should be treated. The difficulty of drawing a conclusive finding can be attributed to the communicative modality examined and variations in research design, including the explicitness of feedback and various ways of measuring feedback timing. No certain theoretical framework has been applied to guide these studies and they have applied different theoretical explanations to interpret the inconsistent results. The review highlights the need to continue to investigate the effectiveness of corrective feedback under different timing conditions. In addition, it discusses some research gaps that should be addressed in future studies and suggests future research directions in the area of feedback timing.
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spelling pubmed-99957002023-03-10 Optimal timing of treatment for errors in second language learning – A systematic review of corrective feedback timing Xu, Mingfei Zeng, Simin Front Psychol Psychology Although a large body of research has developed on corrective feedback in second language acquisition (SLA) in the past 30 years, there are few empirical studies examining the relationship between feedback timing and SLA. To begin to address this gap, this study reviews the existing research on the impact of corrective feedback timing on SLA. It aims to investigate the possible influential factors that might have led to inconsistent research findings and theoretical explanations. The review was conducted according to PRISMA-statement through searches in peer-reviewed electronic databases including Social Sciences Citation Index (SSCI), Scopus, EBSCO, which includes ERIC and the British Education Index and gray literature (doctoral dissertations in ProQuest). Twenty studies conducted and published between 2006 and 2021 were finally analyzed to reveal the current trends. The results of this review indicate that there is no definite answer to the question of when errors in L2 should be treated. The difficulty of drawing a conclusive finding can be attributed to the communicative modality examined and variations in research design, including the explicitness of feedback and various ways of measuring feedback timing. No certain theoretical framework has been applied to guide these studies and they have applied different theoretical explanations to interpret the inconsistent results. The review highlights the need to continue to investigate the effectiveness of corrective feedback under different timing conditions. In addition, it discusses some research gaps that should be addressed in future studies and suggests future research directions in the area of feedback timing. Frontiers Media S.A. 2023-02-23 /pmc/articles/PMC9995700/ /pubmed/36910773 http://dx.doi.org/10.3389/fpsyg.2023.1026174 Text en Copyright © 2023 Xu and Zeng. https://creativecommons.org/licenses/by/4.0/This is an open-access article distributed under the terms of the Creative Commons Attribution License (CC BY). The use, distribution or reproduction in other forums is permitted, provided the original author(s) and the copyright owner(s) are credited and that the original publication in this journal is cited, in accordance with accepted academic practice. No use, distribution or reproduction is permitted which does not comply with these terms.
spellingShingle Psychology
Xu, Mingfei
Zeng, Simin
Optimal timing of treatment for errors in second language learning – A systematic review of corrective feedback timing
title Optimal timing of treatment for errors in second language learning – A systematic review of corrective feedback timing
title_full Optimal timing of treatment for errors in second language learning – A systematic review of corrective feedback timing
title_fullStr Optimal timing of treatment for errors in second language learning – A systematic review of corrective feedback timing
title_full_unstemmed Optimal timing of treatment for errors in second language learning – A systematic review of corrective feedback timing
title_short Optimal timing of treatment for errors in second language learning – A systematic review of corrective feedback timing
title_sort optimal timing of treatment for errors in second language learning – a systematic review of corrective feedback timing
topic Psychology
url https://www.ncbi.nlm.nih.gov/pmc/articles/PMC9995700/
https://www.ncbi.nlm.nih.gov/pubmed/36910773
http://dx.doi.org/10.3389/fpsyg.2023.1026174
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