Volume 1, Issue 2 November 2018, pp. 59-75 
Articles
An investigation of implicit vs. explicit oral corrective feedback on Chinese pupils' use of past tense
Qin Xie 
1, Chingyee Yeung 2
1 Education University of Hong Kong, Hong Kong 
2 Education University of Hong Kong, Hong Kong
DOI: https://doi.org/10.29140/lea.v1n2.69
Abstract
This experimental study investigated the relative effectiveness of two broad categories of oral corrective feedback (i.e., implicit vs. explicit feedback) on primary pupils' use of past tense. Data was collected from a primary school in Hong Kong involving 24 pupils in two experimental groups and one control group. A pre-test was given in the first week to ensure the three groups were equivalent at the beginning. Afterwards, students were asked to retell a story, during which students in one experimental group received implicit oral feedback on their use of past tense, while those in the other experimental group received explicit feedback. The control group did not receive immediate oral feedback. All three groups received an immediate post-test at the end of story retelling, and a delayed post-test two weeks later. Test scores were analysed to examine changes within each group and differences across groups. The study found both experimental groups outperformed the control group, but there was no significant difference between the two experimental groups, except that the group receiving explicit feedback tended to outperform the implicit group, especially in repairing regular verbs. The findings suggest both types of oral corrective feedback could be given to ESL learners during form-related classroom instruction.
Copyright
© Qin Xie, Chingyee Yeung
This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License.
Suggested citation
Xie, Q., & Yeung, C. (2018). An investigation of implicit vs. explicit oral corrective feedback on Chinese pupils' use of past tense. Language Education & Assessment, 1(2), 59-75. https://doi.org/10.29140/lea.v1n2.69
Related Articles:
Negotiating intercultural spaces and teacher identity in an internationalised school in Shanghai
Adam Poole
Intercultural Communication Education Published: 23 August, 2019, Volume 2(2), pp. 59-70. 
Designing a course in intercultural education
Adrian Holliday
Intercultural Communication Education Published: 11 August, 2018, Volume 1(1), pp. 4-11.
(Re)imagining a course in language and intercultural communication for the 21st century
Adriana Raquel Diaz, Paul J. Moore
Intercultural Communication Education Published: 29 December, 2018, Volume 1(3), pp. 83-99.
Strategy use, self-efficacy beliefs, and self-regulatedness in adult foreign language learning
Akihiro Saito
Australian Journal of Applied Linguistics Published: 26 August, 2020, Volume 3(2), pp. 152-167.
Engagement with technology: Gaming, immersion and sub-optimal experiences
Alastair Henry, Cecilia Thorsen
Technology in Language Teaching & Learning Published: 21 December, 2019, Volume 1(2), pp. 52-67.
Language, diversity and culturally responsive education
Ann E. Lopez
Migration and Language Education Published: 30 April, 2020, Volume 1(1), pp. 3-13.
L2 motivation in ESP and EGP courses: An investigation of L2 motivational selves among learners of English in Saudi Arabia
Aser Nazzal K. Altalib
Australian Journal of Applied Linguistics Published: 30 April, 2019, Volume 2(1), pp. 1-16.
The Council of Europe Reference Framework of Competences for Democratic Culture:
Ideological refractions, othering and obedient politics
Ashley Simpson, Fred Dervin
Intercultural Communication Education Published: 20 December, 2019, Volume 2(3), pp. 102-119.
Theory of Mind development and narrative writing: A longitudinal study
Birgitta E. Svensson
Australian Journal of Applied Linguistics Published: 31 December, 2018, Volume 1(3), pp. 118-134.
"I don't want to be stereotypical, but..."
Norwegian EFL learners' awareness of and willingness to challenge visual stereotypes
Cecilie Waallann Brown
Intercultural Communication Education Published: 20 December, 2019, Volume 2(3), pp. 120-141.
