Corrective Feedback, Teacher Strategies and Learner Beliefs: Effects on Noticing and Retention

Abstract

Research on the efficacy of Corrective Feedback (CF) has continued to reveal conflicting and inconclusive results over the last two decades. Lack of supportive evidence for the positive effects of CF is attributed to the fact that previous work has not taken into account the impact of contextual and individual factors, which might affect how learners process the various types of feedback they receive. Drawing on SLA research on the impact of individual differences on L2 development (e.g. Ellis, 2001, 2010; Dorney, 2005;Kartchava, 2012, and Profozik, 2012), this study attempts: 1) to investigate the effects of teachers' corrective strategies on learners' noticing of gaps in their erroneous output 2) to see whether noticing results in uptake in the long run, and 3) to determine whether, and the extent to which, learner beliefs about feedback, mediate noticing and retention of the correct form in a Moroccan EFL Classroom context.  The study involves two1^st Year Baccalaureate classes (64 in number), randomly assigned to explicit and implicit feedback groups. To measure learners' noticing capacity, Immediate Recall Protocols (Meyer, 1975) were administered during class activities. Learner perceptions about feedback were assessed using a belief- questionnaire. To measure learning outcomes (retention and uptake), a quasi-experimental research, with a pre/post-test design was used.