Oral feedback in classroom SLA: A meta-analysis

Roy Lyster*, Kazuya Saito

*この研究の対応する著者

研究成果: Article査読

330 被引用数 (Scopus)

抄録

To investigate the pedagogical effectiveness of oral corrective feedback (CF) on target language development, we conducted a meta-analysis that focused exclusively on 15 classroom-based studies (N = 827). The analysis was designed to investigate whether CF was effective in classroom settings and, if so, whether its effectiveness varied according to (a) types of CF, (b) types and timing of outcome measures, (c) instructional setting (second vs. foreign language classroom), (d) treatment length, and (e) learners age. Results revealed that CF had significant and durable effects on target language development. The effects were larger for prompts than recasts and most apparent in measures that elicit free constructed responses. Whereas instructional setting was not identified as a contributing factor to CF effectiveness, effects of long treatments were larger than those of short-to-medium treatments but not distinguishable from those of brief treatments. A simple regression analysis revealed effects for age, with younger learners benefiting from CF more than older learners.

本文言語English
ページ(範囲)265-302
ページ数38
ジャーナルStudies in Second Language Acquisition
32
2
DOI
出版ステータスPublished - 2010 6月
外部発表はい

ASJC Scopus subject areas

  • 教育
  • 言語学および言語
  • 言語および言語学

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