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Article published In: Revista Española de Lingüística Aplicada/Spanish Journal of Applied Linguistics
Vol. 34:2 (2021) ► pp.464–493

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Effects of task repetition with written corrective feedback on the knowledge and written accuracy of learners with different prior knowledge of the structure

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Published online: 15 December 2021
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https://doi.org/10.1075/resla.19054.khe
Abstract
Previous task repetition studies have largely overlooked the second language learners’ development of linguistic knowledge as well as written accuracy. Furthermore, sufficient attention has not been paid to the role of written corrective feedback (WCF) in task repetition to reinforce attention to form. Moreover, studies exploring task repetition effects on learners with different prior knowledge of the target structure are rare. This study attempted to bridge these lacunas. Seventy-nine upper-intermediate learners in Iran were divided into four groups: task repetition with no feedback (TR), task repetition with metalinguistic feedback (TR+M), task repetition with direct feedback (TR+D), and task repetition with mixed direct metalinguistic feedback (TR+DM). All groups performed an error correction test that measured explicit knowledge, an elicited imitation test that tapped automatized explicit knowledge, and a picture-cued written production test that measured written accuracy. Participants performed a dictogloss task and received WCF before repeating the same task. Subsequently, they performed another dictogloss task with different content. Results revealed that the +Prior Knowledge learners in the TR+DM group gained explicit knowledge and proved slightly better than the TR+D regarding written accuracy. None of the groups, however, could develop automatized explicit knowledge.
Resumen
Efectos de la repetición de tareas con retroalimentación correctiva escrita en el conocimiento y la precisión escrita de aprendices con diferente conocimiento previo de la estructura
Los estudios previos sobre la repetición de tareas han ignorado en gran medida tanto el desarrollo del conocimiento lingüístico como la precisión en la producción escrita de los aprendices de segundas lenguas. Tampoco ha recibido suficiente atención el papel de la retroalimentación correctiva escrita (RCE) en la repetición de tareas para reforzar la atención a la forma. Además, escasean los estudios sobre los efectos de la repetición de tareas en aprendices con diferente conocimiento previo de la estructura meta. Este estudio intenta unir estas lagunas. Con 79 estudiantes de nivel intermedio-alto en Irán se formaron cuatro grupos: repetición de tareas sin retroalimentación (TR), repetición de tareas con retroalimentación metalingüística (TR+M), repetición de tareas con retroalimentación directa (TR+D) y repetición de tareas con retroalimentación metalingüística mixta (TR+DM). Todos ellos realizaron una prueba de corrección de errores que medía el conocimiento explícito, una prueba de imitación que medía el conocimiento explícito automatizado y una prueba de producción escrita que medía la precisión. Los participantes completaron una dictoglosia y recibieron RCE antes de repetir la misma tarea. Posteriormente, completaron otra dictoglosia con contenido diferente. Los resultados revelaron que los aprendices +Conocimiento Previo del grupo TR+DM aumentaron su conocimiento explícito y mostraron algo más de precisión que los del grupo TR+D. No obstante, ningún grupo consiguió desarrollar conocimiento explícito automatizado.
Article outline
  • 1.Introduction
  • 2.Literature review
    • 2.1Task repetition
    • 2.2Written corrective feedback
    • 2.3Second language knowledge development
  • 3.The study
    • 3.1Participants
    • 3.2Target structure
    • 3.3Materials
    • 3.4Testing instruments
      • 3.4.1Elicited imitation test (EIT)
      • 3.4.2Error correction test (ECT)
      • 3.4.3Picture-cued production test
    • 3.5Procedure
    • 3.6Scoring scheme
    • 3.7Data analysis
  • 4.Results
    • 4.1Effects on accurate structure use during task performance
    • 4.2Effects on the target structure development
    • 4.3Effects on explicit and automatized explicit knowledge development
  • 5.Discussion
  • 6.Conclusion
  • Acknowledgements
  • References
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2025. The role of task repetition in shaping L2 writing self-efficacy, L2 writing anxiety, and L2 written production. System 130 ► pp. 103629 ff. DOI logo
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