Perceptions and Noticing of Corrective Feedback

doi:10.1017/9781108589789.030

29 - Perceptions and Noticing of Corrective Feedback

from Part VII - Learners’ and Teachers’ Feedback Perspectives, Perceptions, and Preferences

Published online by Cambridge University Press: 26 February 2021

Reiko Yoshida

Edited by

Hossein Nassaji and

Eva Kartchava

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Hossein Nassaji: Affiliation:
University of Victoria, British Columbia
Eva Kartchava: Affiliation:
Carleton University, Ottawa

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Summary

This chapter discusses noticing of corrective feedback (CF) and factors that affect noticing in different contexts in previous studies. Laboratory studies found that the type of error, the length and salience of the CF, the proficiency level of the learner, and their working memory capacity, attention control, and analytical ability affected noticeability of CF. In classroom studies, the explicitness of the CF and learners' anxiety in language classrooms additionally influenced their noticing of CF. A further finding of studies is that there are discrepancies between teachers' intentions in giving CF and learners' interpretations of that CF. In peer work, the relationship between learners were closely related to the noticng of CF. Computer-based text chats have certain strengths in terms of contributing to learners' noticing of CF, such as the slow pace of the communication and the re-readibility of the text messages. However, delayed CF, and less social and affective engagement due to characteristics of text chats seemed to contribute to less noticeability of CF. In future studies, it will be necessary to examine how and when noticing leads to understanding to explore the process of deeper learning.

Keywords

learners' perception of corrective feedback teachers' perception of corrective feedback noticeability of corrective feedback laboratory studies classroom studies peer interactions computer-mediated interactions

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Type: Chapter
Information: The Cambridge Handbook of Corrective Feedback in Second Language Learning and Teaching , pp. 620 - 642

DOI: https://doi.org/10.1017/9781108589789.030 [Opens in a new window]

Publisher: Cambridge University Press

Print publication year: 2021

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