Does the Provision of an Intensive and Highly Focused Indirect Corrective Feedback Lead to Accuracy?
Description:
This thesis imparts the outcomes of a seven-week long quasi-experimental study that explored whether or not L2 learners who received intensive and highly focused indirect feedback on one type of treatable error - either the third person singular -s, plural endings -s, or definite article the - eventually become more accurate in the post-test as compared to a control group that did not. The paired-samples t-test comparing the pre-test and post-test scores of both groups demonstrates that the exp…
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Date:
May 2010
Creator:
Jhowry, Kheerani