The effect of mid-focused and unfocused written corrections on the acquisition of grammatical structures
Studies that have reported delayed positive effects for written corrective feedback (WCF) have typically targeted the use of articles for first- and subsequent-mention functions, using narrowly focused corrections that lack ecological validity. Not much is known about how different grammatical features react to mid-focused and unfocused WCF options, which enjoy more ecological validity. This study investigates the delayed effect of different types of WCF on English as a foreign language (EFL) learners' accurate use of three features of English grammar (articles, infinitive, and unreal conditional). Four groups of participants (N = 77) were treated with different feedback options (mid-focused corrections, unfocused corrections, unfocused corrections plus revision, and no corrective feedback). WCF did not produce lasting accuracy gains, nor did it help corrected students outperform uncorrected students on a delayed posttest.
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