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Article published In:
Applied Pragmatics
Vol. 1:1 (2019) ► pp.1–25

The effects of corrective feedback with and without revision on enhancing L2 pragmatic performance

| Nanyang Technological University
| Monash College, Australia
| Vietnam National University
| Vietnam National University

This study investigated the efficacy of different feedback conditions in developing accurate and fluent production of L2 English email requests. Sixty-nine intermediate-level Vietnamese EFL university students were randomly assigned to one control and three experimental groups. All the four groups received three hours of explicit metapragmatic instruction on email requests, but only the experimental groups received written corrective feedback on their pragmatic production. One experimental group received feedback without opportunity for revision. Another experimental group received one cycle of feedback and revision, and the third group two cycles of feedback and revision. Results of a Discourse Completion Task (DCT) pre-test, immediate post-test, and delayed post-test indicated that the combination of instruction and feedback had a positive effect on the accuracy of learners’ pragmatic performance. However, no clear-cut evidence for the effect of revision on the fluency of learners’ pragmatic performance was found in the study. The findings highlight the effectiveness of corrective feedback and revision in consolidating emergent L2 pragmatic knowledge, but further research is needed to understand how much revision is sufficient to facilitate fluency development.

Keywords: corrective feedback, email requests, metapragmatic instruction, accuracy, fluency
Article outline
  • 1.Introduction
  • 2.Literature review
  • 3.The study
    • 3.1Research questions
    • 3.2Participants
    • 3.3Treatment
    • 3.4Data collection
    • 3.5Data analysis
  • 4.Results
    • 4.1Effects on learners’ pragmatic accuracy scores
      • 4.1.1Within-group comparisons
      • 4.1.2Between-group comparisons
    • 4.2Effects on learners’ speed fluency
      • 4.2.1Within-group comparisons
      • 4.2.2Between-group comparisons
    • 4.3Effects on learners’ repair fluency
      • 4.3.1Within-group comparisons
      • 4.3.2Between-group comparisons
    • 4.4Relationship between accuracy of pragmatic knowledge and fluency of pragmatic processing
  • 5.Discussion
  • 6.Conclusion
  • Note
  • References


This article is currently available as a sample article.

Published online: 20 May 2019
DOI logo
https://doi.org/10.1075/ap.00001.min
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