IDEAS home Printed from https://ideas.repec.org/a/sae/sagope/v11y2021i3p21582440211047558.html
   My bibliography  Save this article

Defining Grammatical Difficulty to Make Better Choices about Corrective Feedback: A Meta-Analysis of Persian EFL Learners

Author

Listed:
  • Andrew Schenck

Abstract

Past experimental studies of corrective feedback (CF) have isolated factors like grammatical complexity, learner proficiency, and L1 one by one, carefully designing experiments that eliminate the influence of “extraneous†factors. Because each factor is actually codependent, more holistic study is needed. Eleven studies, all of which had English as a Foreign Language (EFL) learners with a Persian L1 and productive measures of speech or writing, were selected for meta-analytic examination. Results suggest that type of grammatical feature, as well as associated learner variables such as L1 similarity or proficiency, collectively influence the efficacy of different CF types. As variables jointly add to the difficulty of a grammatical feature, CF providing a kind of scaffold, in the form of a written or oral reformulation from the teacher, appears to be the most effective. As grammatical difficulty decreases, learners appear to benefit from CF in which the learner is compelled to self-repair.

Suggested Citation

  • Andrew Schenck, 2021. "Defining Grammatical Difficulty to Make Better Choices about Corrective Feedback: A Meta-Analysis of Persian EFL Learners," SAGE Open, , vol. 11(3), pages 21582440211, September.
    • Handle: RePEc:sae:sagope:v:11:y:2021:i:3:p:21582440211047558
    DOI: 10.1177/21582440211047558
    as

    Download full text from publisher

    File URL: https://journals.sagepub.com/doi/10.1177/21582440211047558
    Download Restriction: no
    File URL: https://libkey.io/10.1177/21582440211047558?utm_source=ideas
    LibKey link: if access is restricted and if your library uses this service, LibKey will redirect you to where you can use your library subscription to access this item
    ---><---

    References listed on IDEAS

    as
    1. Reza Vahdani Sanavi & Majid Nemati, 2014. "The Effect of Six Different Corrective Feedback Strategies on Iranian English Language Learners’ IELTS Writing Task 2," SAGE Open, , vol. 4(2), pages 21582440145, June.
    Full references (including those not matched with items on IDEAS)

    Most related items

    These are the items that most often cite the same works as this one and are cited by the same works as this one.

      Corrections

      All material on this site has been provided by the respective publishers and authors. You can help correct errors and omissions. When requesting a correction, please mention this item's handle: RePEc:sae:sagope:v:11:y:2021:i:3:p:21582440211047558. See general information about how to correct material in RePEc.

      If you have authored this item and are not yet registered with RePEc, we encourage you to do it here. This allows to link your profile to this item. It also allows you to accept potential citations to this item that we are uncertain about.

      If CitEc recognized a bibliographic reference but did not link an item in RePEc to it, you can help with this form .

      If you know of missing items citing this one, you can help us creating those links by adding the relevant references in the same way as above, for each refering item. If you are a registered author of this item, you may also want to check the "citations" tab in your RePEc Author Service profile, as there may be some citations waiting for confirmation.

      For technical questions regarding this item, or to correct its authors, title, abstract, bibliographic or download information, contact: SAGE Publications (email available below). General contact details of provider: .

      Please note that corrections may take a couple of weeks to filter through the various RePEc services.

      IDEAS is a RePEc service. RePEc uses bibliographic data supplied by the respective publishers.