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Chapter 4. The role of language analytic ability in the effectiveness of different feedback timing conditions

  • Diana C. Arroyo and Yucel Yilmaz
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Expanding Individual Difference Research in the Interaction Approach
This chapter is in the book Expanding Individual Difference Research in the Interaction Approach

Abstract

This chapter describes an empirical study that investigated the role of language analytic ability (LAA) in the effectiveness of feedback under two timing conditions, and whether the timing conditions were differentially effective after controlling for LAA. Forty-five Spanish learners were randomly assigned to three groups: immediate feedback, delayed feedback, and control. All learners completed an information-gap task with a native speaker of Spanish through synchronous computer-mediated communication. Learners’ errors on Spanish noun-adjective gender agreement were treated according to their group assignment. Learners’ knowledge of the linguistic target was assessed by means of oral production and grammaticality judgment tests. Language analytic ability was measured with LLAMA F, a subtest of the LLAMA Language Aptitude Tests (Meara, 2005). Results revealed that LAA did not play any role in the effectiveness of either feedback timing condition, and immediate feedback was more effective than delayed feedback after controlling for LAA.

Abstract

This chapter describes an empirical study that investigated the role of language analytic ability (LAA) in the effectiveness of feedback under two timing conditions, and whether the timing conditions were differentially effective after controlling for LAA. Forty-five Spanish learners were randomly assigned to three groups: immediate feedback, delayed feedback, and control. All learners completed an information-gap task with a native speaker of Spanish through synchronous computer-mediated communication. Learners’ errors on Spanish noun-adjective gender agreement were treated according to their group assignment. Learners’ knowledge of the linguistic target was assessed by means of oral production and grammaticality judgment tests. Language analytic ability was measured with LLAMA F, a subtest of the LLAMA Language Aptitude Tests (Meara, 2005). Results revealed that LAA did not play any role in the effectiveness of either feedback timing condition, and immediate feedback was more effective than delayed feedback after controlling for LAA.

Chapters in this book

  1. Prelim pages i
  2. Table of contents vii
  3. Acknowledgements ix
  4. List of contributors xi
  5. Introduction
  6. Chapter 1. Expanding individual difference research in the interaction approach 3
  7. Learners
  8. Chapter 2. Overview of learner individual differences and their mediating effects on the process and outcome of L2 interaction 19
  9. Chapter 3. The effects of cognitive aptitudes on the process and product of L2 interaction 41
  10. Chapter 4. The role of language analytic ability in the effectiveness of different feedback timing conditions 71
  11. Chapter 5. Gender and recasts 99
  12. Chapter 6. Interaction and phonetic form in task completion 121
  13. Instructors
  14. Chapter 7. Instructor individual characteristics and L2 interaction 151
  15. Chapter 8. Vietnamese TESOL teachers’ cognitions and practices 173
  16. Chapter 9. Investigating the relationship between instructor research training and pronunciation-related instruction and oral corrective feedback 201
  17. Chapter 10. Linguistic variation in instructor provision of oral input 225
  18. Chapter 11. Teachers’ provision of feedback in L2 text-chat 255
  19. Chapter 12. Preservice instructors’ performance on a language learning task 281
  20. Other interlocutors
  21. Chapter 13. Look who’s interacting 305
  22. Index 325
https://doi.org/10.1075/aals.16.04arr

Chapters in this book

  1. Prelim pages i
  2. Table of contents vii
  3. Acknowledgements ix
  4. List of contributors xi
  5. Introduction
  6. Chapter 1. Expanding individual difference research in the interaction approach 3
  7. Learners
  8. Chapter 2. Overview of learner individual differences and their mediating effects on the process and outcome of L2 interaction 19
  9. Chapter 3. The effects of cognitive aptitudes on the process and product of L2 interaction 41
  10. Chapter 4. The role of language analytic ability in the effectiveness of different feedback timing conditions 71
  11. Chapter 5. Gender and recasts 99
  12. Chapter 6. Interaction and phonetic form in task completion 121
  13. Instructors
  14. Chapter 7. Instructor individual characteristics and L2 interaction 151
  15. Chapter 8. Vietnamese TESOL teachers’ cognitions and practices 173
  16. Chapter 9. Investigating the relationship between instructor research training and pronunciation-related instruction and oral corrective feedback 201
  17. Chapter 10. Linguistic variation in instructor provision of oral input 225
  18. Chapter 11. Teachers’ provision of feedback in L2 text-chat 255
  19. Chapter 12. Preservice instructors’ performance on a language learning task 281
  20. Other interlocutors
  21. Chapter 13. Look who’s interacting 305
  22. Index 325
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