The study investigates whether differences in metalinguistic information contained in written corrective feedback (CF) mediate its effectiveness for second language (L2) development. To address this, metalinguistic CF was distinguished into three types in terms of how specific its metalinguistic information was. They were then compared among themselves and with non-metalinguistic direct CF in their efficacy for short- and long-term development of explicit and implicit L2 knowledge. The target features for written CF were the English articles, and explicit and implicit knowledge were measured by the error correction test and dictogloss writings by 93 EFL learners respectively. The results suggest that, for both explicit and implicit L2 knowledge, metalinguistic CF was beneficial for short-term development only when it had high levels of specific information while it was effective for long-term development regardless of its type. The findings are discussed from the perspective of SLA theory, and their pedagogical implications and suggestions for future research are put forth.

This study examines whether revision mediates the effects of its preceding written corrective feedback (CF) in developing second language (L2) knowledge. For this purpose, effects of direct CF and three sub-types of metalinguistic CF with and without revision were compared in the quasi-experiment with 197 EFL university students. They formed 9 groups (i.e., 4 revision groups, 4 non-revision groups, and 1 control group) and completed 4 dictogloss writings. Written CF and revision were implemented after the first two writings. English articles were the target structure for the written CF. The first, third and fourth writings were measured for the accuracy of article use as the pre-test, the immediate post-test and the delayed post-test, respectively. The results reveal that revision did not affect the efficacy of direct CF while it enhanced that of metalinguistic CF to varying degrees with its subtypes. These findings indicate that, if revision is conducted following written CF with particular metalinguistic information, it may facilitate learning new L2 knowledge beyond manifesting existing L2 knowledge.

Thi s study investi gates whether the effect of written corrective feedback (CF) on learners' acquisition of English art icle usage is mediated by the type of information CF provides. To tap into this issue, four types of informat ion on error were identifi ed: its existence, location, correct form and nature. Written CF was categorized into three types according to the sorts of information it contained: indirect CF that supplies informat ion on existence and location, direct CF that provides information on ex istence, location and correct form, and metalinguistic CF that includes metalinguistic explanation on error nature and all the other infornlation types. Three CF groups were accord ingly formed along with a control group in a quasi-experiment, where the groups engaged in three narrative-writing tasks. Error correction and narrati ve writing tests were administered to measure the acquisition of explicit and implicit knowledge of English articles respectively. The results revealed that written CF was beneficial to acquisition of both L2 exp licit and im plicit knowledge and that such positive effects emerged only in the metalinguistic CF group. The findings added counterevidence to Truscott's (1996) argument against written CF utility and suggested that metalinguistic explanation on error may playa pivotal role in written CF-triggered L2 acqui sition.

This experimental study investigated whether language anxiety differentially influences the extent to which two corrective feedback (CF) techniques of recasts and prompts affect the L2 learning process and its outcome. Four experimental groups were formed according to their anxiety level and the type of CF received during question recall tasks they completed: the high-anxiety recasts-receiving group, the low-anxiety recasts-receiving group, the high-anxiety prompts-receiving group, and the low-anxiety prompts-receiving group. Two high- and low-anxiety control groups were additionally formed, who did not engage in the tasks. Learners’ anxiety level was judged based on their responses to a language anxiety questionnaire. CF efficacy in processing L2 was measured by examining the extent to which CF induced modified output and repair. Learners’ L2 knowledge was assessed at explicit and implicit levels on pretests, immediate posttests, and delayed posttests. Results revealed that language anxiety had no impact on prompts’ efficacy but displayed some influence on recasts’ efficacy. Recasts were more effective in promoting repair and L2 explicit knowledge for low-anxiety learners. It was also found that the differential effects of learner language anxiety were closely related to the level of anxiety aroused by the way the tasks were implemented. The finding highlights the significance of considering both learner language anxiety and task anxiety in providing CF.

Drawing upon Schmidt’s (1990, 1993, 1995) claim that attention to form is necessary for acquisition, this study examines how NS-initiated negotiation draws attention to and facilitates acquisition effectively. The study compares two types of negotiation indicators (i.e., clarification requests and recasts) in terms of their effects on attention and acquisition of English question forms in connection with NNSs’ proficiency level. Data from an experiment where 31 Korean college NNSs engaged in information-gap tasks with NSs were analyzed. Results revealed that clarification requests were more effective in drawing attention while recasts were more beneficial in acquisition. This is ascribed to different characteristics of the indicator types and shows that the provision of correctly reformulated form is a key condition for enhancing negotiation’s effects. It was also found that clarification requests’ effects were not related to NNSs’ proficiency level while recasts induced more attention with high level NNSs and facilitated acquisition better with low level ones. It is suggested that indicator type and NNSs’ level be considered in utilizing NS-initiated negotiation as an effective acquisition device. This study implies that the workings of NS-initiated negotiation may be constrained by various factors connected with both learners and interaction they are involved in.