What is it about?
This study examined the effects of language learning strategies (LLS) and coded corrective feedback on reducing four types of lexical errors made by two student groups, one receiving teacher corrective feedback (TCF) and the other peer corrective feedback (PCF). Participants (n=34) were divided into two groups; one group (n=17) received TCF and the second group (n=17) received PCF. Both groups were trained in applying LLS to revise, in response to their respective feedback, coded lexical errors they had made in three practice essays. The study used the Sequential Explanatory strategy of the Mixed Methods’ Design Strategies to compare the groups’ lexical error performance on immediate and delayed post-tests. Findings showed that participants in the PCF group significantly outperformed their TCF counterparts and reduced overall lexical errors at the delayed posttest (week 16). Also, the PCF group reduced ‘unnecessary’ and ‘redundant’ word errors at the delayed post-test, though not significantly. Analysis of students’ reflections, written after training, revealed that students depended on gut feeling and prior experience to revise their errors; they restructured sentences when they could not correct lexical errors and considered collocation errors difficult to correct. Pedagogical implications include adopting specific methods of vocabulary teaching and meaningful error feedback.
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Why is it important?
Given the importance of correct word choice in clear writing (Carrio-Pastor and Mestre-Mestre 2014), the significance of the present study is that it addresses two gaps. 1. It investigates whether students’ task of making correct word choices in writing may be facilitated by receiving training in LLS to help students understand indirect corrective feedback. 2. It investigates whether students trained in the use of LLS would reduce lexical errors more in response to TCF or PCF.
Perspectives
The present study is framed in language learning strategy theory. This theory maintains that some students learn a language better than others and that “other things being equal, at least part of this differential success rate [in students’ language learning] is attributable to the varying strategies which different learners bring to the task” (Griffith 2004:10). Hence, language learning is a cognitive process like other learning processes as it involves students’ conscious effort to learn a skill.
Dr. Ghada M. Awada
Lebanese American University
Read the Original
This page is a summary of: Effect of Language Learning Strategies and Teacher versus Peer Feedback on Reducing Lexical Errors of University Learners, International Journal of Arabic-English Studies, January 2022, The Association of Professors of English and Translation at Arab Universities - APETAU,
DOI: 10.33806/ijaes2000.22.1.6.
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