The Impact of Timing in Written Corrective Feedback on Collaborative Writing and L2 Accuracy Development
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| Vydáno v: | The Canadian Journal of Applied Linguistics vol. 28, no. 1 (2025), p. 22-43 |
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Canadian Association of Applied Linguistics
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| 045 | 2 | |b d20250101 |b d20250430 | |
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| 100 | 1 | |a Michaud, Gabriel |u Université de Montréal | |
| 245 | 1 | |a The Impact of Timing in Written Corrective Feedback on Collaborative Writing and L2 Accuracy Development | |
| 260 | |b Canadian Association of Applied Linguistics |c 2025 | ||
| 513 | |a Journal Article | ||
| 520 | 3 | |a This study examines the impact of written corrective feedback (WCF) timing on the collaborative writing process and writing accuracy development of adult learners of French as a second language. Forty-eight learners were divided into three groups to complete a collaborative writing task in pairs. The first group received immediate WCF via Google Docs while writing, the second group received delayed WCF one week later with 10 minutes allocated for error correction, and the third group performed the writing task without receiving any feedback. All discussions during the collaborative writing were recorded and analyzed for language-related episodes (LREs). Writing accuracy was assessed through pretests, immediate posttests, and delayed posttests using story-retelling tasks. The findings revealed that the delayed feedback group engaged in more extensive discussions about linguistic forms compared to the other two groups. In terms of writing accuracy, the immediate feedback group showed the most significant improvements over time. Cette étude examine l'impact du moment de la rétroaction corrective écrite sur le processus d'écriture collaborative et sur le développement de l'exactitude de l'écriture chez les apprenants adultes du français langue seconde. Quarante-huit apprenants ont été répartis en trois groupes pour accomplir une tâche d'écriture collaborative en binômes. Le premier groupe a reçu une rétroaction corrective écrite immédiate via Google Docs pendant le processus d'écriture, le deuxième groupe a reçu une rétroaction différée une semaine plus tard, avec 10 minutes allouées pour corriger les erreurs, et le troisième groupe a accompli la tâche sans recevoir de rétroaction. Toutes les discussions collaboratives ont été enregistrées et analysées pour identifier les épisodes liés au langage, tandis que l'exactitude de l'écriture a été mesurée à l'aide de prétests, de post-tests immédiats et de post-tests différés, basés sur des tâches de reformulation d'histoires. Les résultats ont montré que le groupe ayant reçu une rétroaction différée s'est engagé dans des discussions plus approfondies sur les formes linguistiques par rapport aux autres groupes. Cependant, le groupe ayant reçu une rétroaction immédiate a montré les améliorations les plus significatives en termes d'exactitude de l'écriture au fil du temps. | |
| 653 | |a Language | ||
| 653 | |a Accuracy | ||
| 653 | |a Feedback | ||
| 653 | |a Writing processes | ||
| 653 | |a Collaboration | ||
| 653 | |a Hypothesis testing | ||
| 653 | |a Writing | ||
| 653 | |a Second language writing | ||
| 653 | |a Learning outcomes | ||
| 653 | |a Hypotheses | ||
| 653 | |a Retention | ||
| 653 | |a Linguistics | ||
| 653 | |a French as a second language | ||
| 653 | |a Adult development | ||
| 653 | |a Delayed | ||
| 653 | |a Storytelling | ||
| 653 | |a Groups | ||
| 653 | |a Literature Reviews | ||
| 653 | |a Language Usage | ||
| 653 | |a Error Correction | ||
| 653 | |a Control Groups | ||
| 653 | |a Language Research | ||
| 653 | |a Adult Learning | ||
| 653 | |a Learning Processes | ||
| 653 | |a Language Teachers | ||
| 653 | |a Language Acquisition | ||
| 653 | |a Adult Basic Education | ||
| 653 | |a Interpersonal Relationship | ||
| 653 | |a Collaborative Writing | ||
| 653 | |a Effect Size | ||
| 653 | |a Language Proficiency | ||
| 653 | |a Opportunities | ||
| 653 | |a Language Processing | ||
| 653 | |a Learner Engagement | ||
| 653 | |a Language Role | ||
| 653 | |a Classroom Environment | ||
| 653 | |a Attention | ||
| 653 | |a Cognitive Development | ||
| 653 | |a Educational Strategies | ||
| 700 | 1 | |a McDonough, Kim |u Concordia University | |
| 700 | 1 | |a Parent, Mariane |u Université de Montréal | |
| 773 | 0 | |t The Canadian Journal of Applied Linguistics |g vol. 28, no. 1 (2025), p. 22-43 | |
| 786 | 0 | |d ProQuest |t Health & Medical Collection | |
| 856 | 4 | 1 | |3 Citation/Abstract |u https://www.proquest.com/docview/3259294141/abstract/embedded/7BTGNMKEMPT1V9Z2?source=fedsrch |
| 856 | 4 | 0 | |3 Full Text |u https://www.proquest.com/docview/3259294141/fulltext/embedded/7BTGNMKEMPT1V9Z2?source=fedsrch |
| 856 | 4 | 0 | |3 Full Text - PDF |u https://www.proquest.com/docview/3259294141/fulltextPDF/embedded/7BTGNMKEMPT1V9Z2?source=fedsrch |