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Effects of Corrective Feedback on EFL Learners' Acquisition of Third-Person Singular Form and the Mediating Role of Cognitive Style.
Journal of Psycholinguistic Research 2018 August
The present study investigated the effectiveness of recasts and prompts on the acquisition of the English third-person singular form and the mediating role of cognitive style on the effects of feedback. One hundred and seventy-five college students from four intact classes were assigned to four groups: form-focused instruction with recast (FFI-recast), FFI with prompt (FFI-prompt), FFI, and control. The group embedded figures test (Witkin et al. in Rev Educ Res 47:1-64, 1977) was adopted to test learners' cognitive style (field dependence/independence). The results show that the FFI-prompt group outperformed the FFI-recast group and the control group on the immediate post-test; the FFI-prompt group also achieved significantly higher scores than the other groups on the delayed post-test in the written test. However, no significant difference was found among groups in the text-completion test. Regression analyses reveal that in the text-completion test, field dependence/independence mediates the effect of recasts on the immediate post-test.
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