The effects of different error correction conditions on learner-initiated noticing
This research aimed to design a suitable pedagogic study on the effects of different error correction conditions (ECCs) on learner-initiated noticing. With this in mind, I sought to tackle comprehensive (eventually replaced by semi-comprehensive) error correction (EC) in an open, uncontrolled and learner-centred writing task. Despite numerous studies on written corrective feedback (WCF), little research has paid attention to what learners ânoticeâ while writing. Storch and Wigglesworth (2010) explain that noticing and the âprocessing of feedback [are] âŠ less âŠ researched âŠ because it is difficult to access such learner-internal cognitive processesâ (p. 305). Meanwhile Santos, LĂłpez-Serrano and ManchĂłn (2010 p. 132) indicate that the self-initiated character of writing problems turns writing into the perfect setting to study self-initiated noticing and focus-on-form processes. Framed within the ânoticingâ debate, the âlanguage learning potential of writingâ and the âwriting-to-learnâ and âfeedback-for-acquisitionâ dimensions, this quasi-experimental study investigates how different ECCs influence the error types that learners âattend toâ. The four-stage (composing/ error
Solares-Altamirano, MariÌa-Elena
The effects of different error correction conditions on learner-initiated noticing. This research aimed to design a suitable pedagogic study on the effects of different error correction conditions (ECCs) on learner-initiated noticing. With this in mind, I sought to tackle comprehensive (eventually replaced by semi-comprehensive) error correction (EC) in an open, uncontrolled and learner-centred writing task. Despite numerous studies on written corrective feedback (WCF), little research has paid attention to what learners ânoticeâ while writing. Storch and Wigglesworth (2010) explain that noticing and the âprocessing of feedback [are] âŠ less âŠ researched âŠ because it is difficult to access such learner-internal cognitive processesâ (p. 305). Meanwhile Santos, LĂłpez-Serrano and ManchĂłn (2010 p. 132) indicate that the self-initiated character of writing problems turns writing into the perfect setting to study self-initiated noticing and focus-on-form processes. Framed within the ânoticingâ debate, the âlanguage learning potential of writingâ and the âwriting-to-learnâ and âfeedback-for-acquisitionâ dimensions, this quasi-experimental study investigates how different ECCs influence the error types that learners âattend toâ. The four-stage (composing/ error
effect_different error correction condition learner initiated aim design suitable pedagogic study effect_different error correction condition learner initiated mind seek tackle comprehensive eventually replace semi comprehensive error correction open uncontrolled learner centred writing task despite numerous study write corrective feedback little pay_attention learner notice write explain notice process feedback less researched difficult access learner internal cognitive_process meanwhile indicate self initiated character write problem turn write perfect set study self initiated notice focus form process framed within notice debate language_learn potential write writing learn feedback for acquisition dimension quasi experimental_study investigate different influence error type learner attend stage error