Consciousness-Raising Through Written Corrective Feedback: The Case of Marked Third Person -s

Abstract

This study examined and compared the effects of consciousness-raising<br />written corrective feedback in 2 newly-developed levels in terms of marked third<br />person -s acquisition. Nine elementary level intact classes, including 191 male<br />language learners within the age range of 11-14 at Iran Language Institute, were<br />taken as the participants. Relying on the participants' placement test results,<br />previous term scores, and a pretest to measure their knowledge of marked third<br />person -s, 62 participants in 3 groups were selected to take part in this study. Then,<br />they were assigned into 2 experimental groups treated differently through (a) written<br />pronoun prompt and (b) visually enhanced reformulation for the first 20 min of 6<br />consecutive sessions over 1 month. No feedback was given to the control group.<br />Two parallel pretest and immediate posttest were used as the instruments. The<br />findings based on ANCOVA, and the t tests showed that the written- pronounprompt<br />group outperformed the visually enhanced reformulation one.