36.3263, Diss: English; Applied Linguistics, Language Acquisition, Linguistic Theories, Psycholinguistics: Ana Rita Faustino: "Noticing and Bridging the Gap: Use and Effect of Corrective Feedback in the Foreign Language Classroom"

Mon Oct 27 14:05:02 UTC 2025

LINGUIST List: Vol-36-3263. Mon Oct 27 2025. ISSN: 1069 - 4875.

Subject: 36.3263, Diss: English; Applied Linguistics, Language Acquisition, Linguistic Theories, Psycholinguistics: Ana Rita Faustino: "Noticing and Bridging the Gap: Use and Effect of Corrective Feedback in the Foreign Language Classroom"

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Date: 26-Oct-2025
From: Ana Rita Faustino [anaritafaustino at netcabo.pt]
Subject: Noticing and Bridging the Gap: Use and Effect of Corrective Feedback in the Foreign Language Classroom

Institution: PhD in Linguistics and Language Teaching | School of
Social and Human Sciences of the NOVA University of Lisbon
Degree Date: 2025

Dissertation Title: Noticing and Bridging the Gap: Use and Effect of
Corrective Feedback in the Foreign Language Classroom

Dissertation URL: https://run.unl.pt/handle/10362/181575

Linguistic Field(s): Applied Linguistics
                     Language Acquisition
                     Linguistic Theories
                     Psycholinguistics

Subject Language(s): English (eng)

Dissertation Director(s): Ana Madeira

Dissertation Abstract:

This PhD thesis arises from the lack of an in-depth study about
Corrective Feedback (CF) in the Foreign Language (FL) classroom in
Portugal. The research reported in this thesis, which is part of the
field of linguistics and language teaching, aimed at investigating
learners and teachers’ beliefs on oral CF, the several types of CF
provided by English as a Foreign Language (EFL) teachers and the
effects of CF on the learners’ linguistic knowledge. The present
research seeks to provide a significant contribution to the existing
body of knowledge regarding the role of CF in EFL teaching and
learning, thereby informing pedagogical practices in the EFL
classroom.
The experimental study comprised three stages: (i) a
questionnaire-based study of learners and teachers’ perceptions on the
provision of oral CF, including necessity and frequency of error
correction, timing of error correction, types of errors and their
correction, effectiveness of CF strategies, and delivering agent; (ii)
an observation of the CF strategies provided by teachers, and (iii) a
classroom-based study on the effects of CF strategies – explicit
correction, recast and prompts – on the acquisition of regular and
irregular English past tense.
The participants were 166 9th grade EFL learners studying in a
Portuguese state school and their five teachers, who were assigned to
a treatment condition that fit their style. During the instructional
period, which had the duration of four weeks, CF was provided to
learners in response to their oral production errors concerning the
Past Simple. A control group was included. The study employed a
quasi-experimental design, with a pretest, instructional period,
immediate posttest and delayed posttest. Two tasks were used: a
Picture Description Task (PDT) and a Grammaticality Judgment Task
(GJT).
Results from research stage 1 showed that both learners and teachers
believe in the importance of CF, but learners prefer immediate
correction, while teachers favor the provision of CF after the
learner’s turn. Both groups believe that the errors that interfere
with communication, grammar and vocabulary errors are the ones that
should most often be corrected. The most effective CF types are, for
learners, explicit corrections and recasts, and, for teachers, recasts
and prompts. Learners regard the teacher as the main delivering agent
of CF, followed by self-correction. Teachers favor self-correction,
provide CF themselves and resort to peer correction. Research stage 2
revealed that teachers correct most of their students’ mistakes. When
considering the total CF moves, recast was the most provided strategy,
followed by prompts. Results from the two tasks implemented in
research stage 3 revealed that: the prompt group made the most
significant improvement across test periods in the PDT and the GJT,
particularly regarding the production of regular and irregular past
tense forms in the PDT, and the judgment of sentences containing
irregular past tense forms and ungrammatical items in the GJT. The
explicit correction and the recast groups improved their accuracy
scores in the production of irregular verbs in the PDT from the
pretest to posttest 1, but the gains did not reach statistical
significance. There was a moderate improvement in the explicit
correction group regarding the judgment of sentences containing
irregular verbs and the judgment of sentences containing ungrammatical
items in the GJT, but it did not reach statistical significance.
In conclusion, the findings underscore the instrumental role of CF in
the FL classroom, acknowledged by both students in their belief
questionnaire and teachers in their belief questionnaire and teaching
practice. The results suggest that explicit corrections, prompts and
recasts potentially have differential effects on improving accuracy in
the use of past tense forms. Theoretical explanations for the findings
are discussed alongside tentative pedagogical implications and
potential avenues for future research.

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