Abstract
The current study examined the effects of dynamic versus non-dynamic corrective feedback on second language (L2) learners’ writing accuracy in dyadic and small group contexts. Dynamic feedback was operationalized in terms of graduated assistance which is tailored to learners’ zone of proximal development (ZPD). Non-dynamic feedback, on the other hand, was operationalized as explicit corrections with no concern for learners’ ZPD. 96 EFL learners were assigned into two experimental groups as well as a control one. Half of the participants in each treatment condition received corrective feedback in groups of four and the other half received feedback on their errors during dyadic interactions with an instructor. The results obtained from two dependent measures, a writing test and an error identification test, revealed that dynamic feedback was more effective than explicit corrections for enhancing writing accuracy. Moreover, the findings revealed that dynamic feedback was more effective when provided to a group of learners than when provided to a single learner during dyadic interactions.
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Appendix I
A sample picture story task used for the treatment

session
A sample picture story task used as a testing

instrument
Two girls were playing tennis in a village. While they were playing, the tennis ball fell on the top of a tree. A boy who was watching them decided to climb the tree to bring down the ball for them. The boy climbed up the tree with the help of the two girls. When the boy reached the top of the tree, he was surprised by finding a bird’s nest and a necklace in the nest. He also saw a bird who had stolen the necklace near the nest. The boy remembered that a woman in the village had lost her necklace recently and thought that the necklace belonged to her. He picked up the ball and the necklace and came down the tree. The boy showed the necklace to the girls and gave them the ball. They decided to show the necklace to the woman who had lost her necklace and ask if the necklace belonged to her. They went to the woman’s house and showed the necklace to her. She looked at the necklace and smiled. She was very happy to find her necklace. The boy explained the story and told her that a bird had stolen her necklace. The woman wore the necklace and thanked the boy and his friends. The woman warned them that climbing a tree is dangerous and they should not do this again.
© 2019 Walter de Gruyter GmbH, Berlin/Boston
Artikel in diesem Heft
- Frontmatter
- Research Articles
- Interactions between type of form-focused instruction, type of morphosyntactic form, and type of language knowledge
- The TRAP-BATH split in RP: A linguistic index for English learners
- L1 transfer, proficiency, and the recognition of L2 verb-noun collocations: A perspective from three languages
- Complexity, accuracy, and fluency in the argumentative writing of ESL and EFL learners
- Effects of dynamic and non-dynamic corrective feedback on EFL writing accuracy during dyadic and small group interactions
- Universals and transfer in the acquisition of the progressive aspect: Evidence from L1 Chinese, German, and Spanish learners’ use of the progressive -ing in spoken English
Artikel in diesem Heft
- Frontmatter
- Research Articles
- Interactions between type of form-focused instruction, type of morphosyntactic form, and type of language knowledge
- The TRAP-BATH split in RP: A linguistic index for English learners
- L1 transfer, proficiency, and the recognition of L2 verb-noun collocations: A perspective from three languages
- Complexity, accuracy, and fluency in the argumentative writing of ESL and EFL learners
- Effects of dynamic and non-dynamic corrective feedback on EFL writing accuracy during dyadic and small group interactions
- Universals and transfer in the acquisition of the progressive aspect: Evidence from L1 Chinese, German, and Spanish learners’ use of the progressive -ing in spoken English