Corrective Feedback and Second Language Acquisition: Differential Contributions of Implicit and Explicit Knowledge

The Malaysian Online Journal of Educational Science, Volume 2, Issue 2, PP 10-19, 2014

10 Pages Posted: 30 Apr 2014 Last revised: 8 Nov 2019

See all articles by Mandana Rohollahzadeh Ebadi

Mandana Rohollahzadeh Ebadi

University of Malaya (UM) - Faculty of Education

Mohd Rashid Mohd Saad

University of Malaya (UM) - Faculty of Education

Nabeel Abedalaziz

University of Malaya (UM) - Faculty of Education

Date Written: April 30, 2014

Abstract

The issue of error correction remains controversial in recent years due to the different positions of interface toward implicit and explicit knowledge of ESL learners. This study looks at the impacts of implicit corrective feedback in the form of recast on implicit and explicit knowledge of adult ESL learners. In an experimental study, lower-intermediate learners first were taught the grammatical features; then they completed communicative tasks during which the experimental group received recast and the control group received no feedback when an error occurred. Acquisition was measured by means of tests designed to measure implicit and explicit knowledge. Results of ANCOVA analysis revealed higher score for the experimental group; and result of t-test revealed that recast has significant effect on implicit knowledge. In line with the weak interface position toward implicit and explicit knowledge, the findings extend empirical support for Schmidt’s noticing hypothesis and function of recast in language learning.

Keywords: error correction, cognitive psychology, implicit knowledge, explicit knowledge

JEL Classification: I2, I21, I22, I20

Suggested Citation

Rohollahzadeh Ebadi, Mandana and Mohd Saad, Mohd Rashid and Abedalaziz, Nabeel, Corrective Feedback and Second Language Acquisition: Differential Contributions of Implicit and Explicit Knowledge (April 30, 2014). The Malaysian Online Journal of Educational Science, Volume 2, Issue 2, PP 10-19, 2014, Available at SSRN: https://ssrn.com/abstract=2431129

Mandana Rohollahzadeh Ebadi (Contact Author)

University of Malaya (UM) - Faculty of Education ( email )

50603 Kuala Lumpur
Kuala Lumpur, 50603
Malaysia

Mohd Rashid Mohd Saad

University of Malaya (UM) - Faculty of Education ( email )

50603 Kuala Lumpur
Kuala Lumpur, 50603
Malaysia

Nabeel Abedalaziz

University of Malaya (UM) - Faculty of Education ( email )

50603 Kuala Lumpur
Kuala Lumpur, 50603
Malaysia

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