The associations between foreign language anxiety and the effectiveness of immediate and delayed corrective feedback

IF 1.5 1区文学 Q2 EDUCATION & EDUCATIONAL RESEARCH

Foreign Language Annals Pub Date : 2023-07-25 DOI:10.1111/flan.12708

Mengxia Fu, Shaofeng Li

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Abstract

This article reports on a study exploring the associations between foreign language anxiety and the effectiveness of immediate and delayed corrective feedback (CF) in the acquisition of the English past tense. One hundred and two middle school English as a foreign language (EFL) learners responded to the Foreign Language Classroom Anxiety Scale for the purpose of gauging their foreign language anxiety. They were then assigned to three conditions: Immediate CF, Delayed CF, and Task Only. The three groups performed six communicative tasks in three treatment sessions, two in each session, which aimed to elicit the learners' use of the English past tense. The Immediate and Delayed CF groups received CF treatments during task performance in the first and final treatment sessions, respectively, and the Task Only group performed the learning tasks without receiving any CF treatment. The results showed that anxiety was a significant predictor of Delayed CF but not Immediate CF and Task Only. Drawing on attentional control theory, we interpret the results as suggesting that the debilitative impact of anxiety on L2 learning is triggered by a heavier processing burden delayed CF imposes on learners' cognitive resources.

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外语焦虑与即时和延迟纠正反馈有效性的关系

本文报告了一项探索外语焦虑与即时和延迟纠正反馈（CF）在英语过去式学习中的有效性之间关系的研究。112 名中学英语作为外语（EFL）的学习者回答了外语课堂焦虑量表，以评估他们的外语焦虑。然后，他们被分配到三种条件下：立即交际、延迟交际和只做任务。三组学生在三个疗程中完成了六个交际任务，每个疗程两个，目的是激发学习者使用英语过去时。即时 CF 组和延迟 CF 组分别在第一个和最后一个疗程的任务执行过程中接受了 CF 治疗，而仅执行任务组在执行学习任务时未接受任何 CF 治疗。结果表明，焦虑对延迟CF有显著的预测作用，而对立即CF和只做任务组没有显著的预测作用。根据注意控制理论，我们对结果的解释是，焦虑对 L2 学习的破坏性影响是由延迟 CF 对学习者认知资源造成的更重的处理负担引发的。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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来源期刊

Foreign Language Annals Multiple-

CiteScore

5.40

自引率

3.70%

发文量

期刊介绍： Dedicated to the advancement of language teaching and learning, Foreign Language Annals (FLA) seeks to serve the professional interests of classroom instructors, researchers, and administrators concerned with the learning and teaching of languages at all levels of instruction. The journal welcomes submissions of the highest quality that report empirical or theoretical research on language learning or teaching, that describe innovative and successful practice and methods, and/or that are relevant to the concerns and issues of the profession. FLA focuses primarily on language education for languages other than English.