Explicit Corrective Feedback in the L2 Classroom: A Meta-Analytic Review

• In Event: Exploring Influences on Learning English as a Second Language

Abstract

With a push for more “pervasive” instructional practices that incorporate both communication and focus on form becoming a regular part of language teaching approaches, it is inevitable that the learner will make mistakes or errors along the way. The communicative classroom raises the question as to how to address these errors. This study presents the results of a meta-analysis on the effects of explicit oral corrective feedback in the second language classroom. The results suggest that explicit feedback is effective for promoting language learning, although its long-term effect on acquisition is not yet confirmed.

Authors

• Paul Chamness Miller, Akita International University

• Wei Pan, Duke University