Heritage, second and third language learner processing of written corrective feedback: Evidence from think-alouds

Kacie Gastañaga, Melissa A. Bowles

Research output: Contribution to journalArticlepeer-review

Abstract

This study compares the processing of three different types of written corrective feedback (WCF) by heritage language (HL), second language (L2), and third language (L3) learners who wrote and revised three short essays and received a different type of WCF for each essay (i.e., direct, coding, or under-lining). Comparison of pre-and post-feedback texts and analysis of think-alouds served as the basis for determining whether one type of feedback pro-moted higher depth of processing (DoP) and whether this processing was mediated by error type and language background. The findings indicate that feedback type did interact with DoP, and that this interaction was in some ways mediated by learner background and error type. This research serves as a first step toward understanding how these three learner groups are im-pacted by these commonly used feedback types and is therefore important to drive evidence-based pedagogical decisions.

Original languageEnglish (US)
Pages (from-to)675-696
Number of pages22
JournalStudies in Second Language Learning and Teaching
Volume12
Issue number4
DOIs
StatePublished - 2022

Keywords

  • depth of processing
  • heritage language learners
  • think-alouds
  • third language learners
  • written corrective feedback

ASJC Scopus subject areas

  • Education
  • Language and Linguistics
  • Linguistics and Language

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