Methodological strengths, challenges, and joys of classroom-based quasi-experimental research Metacognitive instruction and corrective feedback

Masatoshi Sato, Shawn Loewen

Research output: Chapter in Book/Report/Conference proceedingChapterpeer-review

20 Citations (Scopus)

Abstract

This chapter reports on a classroom-based quasi-experimental study by focusing on its methodological aspects. The study's objectives were twofold: (1) to examine the effect of metacognitive instruction (MI) in which learners were instructed about the benefits of receiving corrective feedback (CF), and (2) to compare the effects of two CF types - input-providing vs. output-prompting CF. Eighty-three EFL learners from four intact classes at a private university in Chile were assigned to one of four conditions: MI plus input-providing CF, input-providing CF only, MI plus output-prompting CF, and output-prompting CF only. The results showed that MI helped learners benefit from CF. Focusing on the ecological validity, we argue that providing learners with interventions that were seamlessly deployed in genuine classroom contexts permitted the examination of authentic classroom instruction with minimal disturbance, thereby allowing the observation of the effects of MI and CF without the potentially confounding variables of researcher intrusion and unfamiliar data collection context.

Original languageEnglish
Title of host publicationDoing SLA Research with Implications for the Classroom Reconciling methodological demands and pedagogical applicability
EditorsRobert M DeKeyser, Goretti Prieto Botana
PublisherJohn Benjamins Publishing Company
Pages31-54
Number of pages24
ISBN (Electronic)9789027262653
DOIs
Publication statusPublished - 2019

Publication series

NameLanguage Learning and Language Teaching
Volume52
ISSN (Print)1569-9471

Keywords

  • Classroom research
  • Corrective feedback
  • Ecological validity
  • Metacognitive instruction
  • Self-regulation

ASJC Scopus subject areas

  • Education
  • Developmental and Educational Psychology
  • Linguistics and Language

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