Immediate versus delayed prompts, field dependence and independence cognitive style and L2 development

IF 1.4 2区文学 Q2 EDUCATION & EDUCATIONAL RESEARCH

Iral-International Review of Applied Linguistics in Language Teaching Pub Date : 2023-01-06 DOI:10.1515/iral-2022-0137

Ehsan Rassaei, Hamdollah Ravand

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引用次数: 1

Abstract

Abstract Recent research has provided evidence that corrective feedback (CF) timing can play a significant role in feedback effectiveness. However, given that immediate and delayed feedback are differentially contextualized, little is known about the mediating role of learners’ field dependence/independence (FDI) cognitive style on the effectiveness of immediate and delayed prompts. To this end, the present study examined the effects of immediate and delayed prompts as well as the mediating role of learners’ FDI on the development of English articles by EFL learners. Fifty eight EFL learners were randomly assigned into two treatment conditions as well as a control group. The participants’ FDI orientation was measured through the group embedded figures test (GEFT). The treatment groups differed from each other in terms of whether the participants received prompts immediately after errors were made or at the end of the treatment task. The results obtained from post-tests and delayed post-tests showed that providing prompts immediately following learners’ errors is more effective than delaying them until the communicative activity is over. Furthermore, regression analysis revealed that the effectiveness of immediate prompts, and not delayed prompts, is significantly predicted by learners’ FDI cognitive style.

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即时提示与延迟提示、场依赖和独立认知风格与二语发展

摘要最近的研究提供了证据，证明纠正反馈（CF）时间可以在反馈有效性中发挥重要作用。然而，考虑到即时反馈和延迟反馈是不同的语境，关于学习者的领域依赖/独立（FDI）认知风格对即时提示和延迟提示有效性的中介作用知之甚少。为此，本研究考察了即时提示和延迟提示的影响，以及学习者的外国直接投资对英语学习者英语文章发展的中介作用。58名英语学习者被随机分配到两种治疗条件和一个对照组。参与者的外国直接投资取向是通过群体嵌入数字测试（GEFT）来衡量的。在参与者是在出现错误后立即收到提示还是在治疗任务结束时收到提示方面，治疗组彼此不同。从后测试和延迟后测试中获得的结果表明，在学习者出现错误后立即提供提示比延迟到交际活动结束更有效。此外，回归分析表明，学习者的外国直接投资认知风格显著预测了即时提示的有效性，而不是延迟提示。

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

Iral-International Review of Applied Linguistics in Language Teaching Multiple-

CiteScore

3.20

自引率

13.30%

发文量

期刊介绍： International Review of Applied Linguistics in Language Teaching is devoted to problems of general and applied linguistics in their various forms.