The differential effect of oral and written corrective feedback on learners’ explicit versus implicit knowledge

• Lira-Gonzales, Maria-Lourdes ^[1] ; Nassaji, Hossein ^[2] ; De Tejeda, Martha L. ; Vasquez, Dora ; Saenz, Kiara ^[3]
  1. [1] Université du Québec en Abitibi-Témiscamingue

     Université du Québec en Abitibi-Témiscamingue

     CA.10.08.86042, Canadá

     
  2. [2] University of Victoria

     University of Victoria

     Canadá

     
  3. [3] Universidad San Ignacio de Loyola

     Universidad San Ignacio de Loyola

     Perú

     

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• Localización: Language teaching research, ISSN 1362-1688, Vol. 30, Nº. 7, 2026, págs. 4011-4035
• Idioma: inglés
• Texto completo no disponible (Saber más ...)
• Resumen

  • This study seeks to address a gap in our understanding of how corrective feedback (CF) influences second language (L2) learning by examining the specific impacts of oral and written CF on acquiring the third person singular -s in the simple present tense. The study examines these effects on both explicit and implicit knowledge. The research was conducted in five intermediate adult English as a second language classrooms in Peru ( N  = 101), using a pretest–posttest design with one control group ( n  = 24) and four experimental groups: oral recast ( n  = 21) oral metalinguistic CF ( n  = 18) written direct CF ( n  = 16) and written metalinguistic CF ( n  = 22). The results revealed no significant difference between oral and written CF; however, differences were observed based on measurement types and CF subtypes used. This study’s findings carry theoretical and pedagogical implications, contributing valuable insights to both second language writing research and pedagogy.