The impact of direct and indirect feedback on the development of Spanish aspect

Idoia Elola, Ariana M. Mikulski, Timothy E. Buckner

Research output: Contribution to journalArticlepeer-review

Abstract

This study explores the impact of direct and indirect feedback on the improvement of Spanish past aspect (imperfect/preterit) in writing activities in a third-semester Spanish course. Ninety learners were divided into three groups: direct feedback, indirect feedback, and control (no feedback). Learners completed a pretest, a posttest, and a delayed posttest. Although it remains unclear which type of feedback is more effective, results indicate that both types improved preterit– imperfect performance. As the delayed posttest showed, however, learners exhibited more lasting improvement (as indicated by the delayed posttest) when working on the production Activity than on the terminology and selection activities.

Original languageEnglish
Pages (from-to)61-74
Number of pages14
JournalJournal of Spanish Language Teaching
Volume4
Issue number1
DOIs
StatePublished - 2017

Keywords

  • Direct feedback
  • Imperfect
  • Indirect feedback
  • Preterit
  • Spanish aspect
  • Writing tasks

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