Malaysian Online Journal of Educational Sciences, 2014
The issue of error correction remains controversial in recent years due to the different position... more The issue of error correction remains controversial in recent years due to the different positions of interface toward implicit and explicit knowledge of ESL learners. This study looks at the impacts of implicit corrective feedback in the form of recast on implicit and explicit knowledge of adult ESL learners. In an experimental study, lower-intermediate learners first were taught the grammatical features; then they completed communicative tasks during which the experimental group received recast and the control group received no feedback when an error occurred. Acquisition was measured by means of tests designed to measure implicit and explicit knowledge. Results of ANCOVA analysis revealed higher score for the experimental group; and result of t-test revealed that recast has significant effect on implicit knowledge. In line with the weak interface position toward implicit and explicit knowledge, the findings extend empirical support for Schmidt’s noticing hypothesis and function o...
The issue of corrective feedback remains controversial in recent years due to the different posit... more The issue of corrective feedback remains controversial in recent years due to the different positions of interface toward implicit and explicit knowledge of ESL learners. This study investigated the impact of explicit corrective feedback in the form of metalinguistic information on implicit and explicit knowledge of adult ESL learners. The study in an experimental design conducted at the University of Malaya Center for Continuing Education in Kuala Lumpur with 91 female and male adult students at lower-intermediate level of English proficiency in two groups (control and experimental). The relative efficacy of feedback was assessed by using the Oral Elicited Imitation Test and Timed Grammaticality Judgment Test for measuring implicit knowledge; and Untimed Grammaticality Judgment Test and Metalinguistic Knowledge Test for measuring explicit knowledge in pretest and posttest sessions before and after the intervention program. To analyze the data ANCOVA and t-test have been conducted. ...
The issue of efficacy of oral corrective feedback on grammar acquisition of second language learn... more The issue of efficacy of oral corrective feedback on grammar acquisition of second language learners in an English language classroom setting remains controversial in recent years due to the implicit and explicit types of corrective feedback and different positions of interface toward implicit and explicit knowledge. This study investigated the impact of implicit corrective feedback in the form of recasts and explicit corrective feedback in the form of metalinguistic information on grammar acquisition of ESL learners. The quantitative study was conducted at the University of Malaya Centre for Continuing Education in Kuala Lumpur with 136 female and male international postgraduate students at lower-intermediate level of English proficiency involving one control and two experimental groups. The relative efficacy of both types of corrective feedback was assessed by using the Elicited Oral Imitation Test (EOIT) and Timed Grammaticality Judgment Test (TGJT) for measuring implicit knowled...
The fundamental role played by this book is that it theoretically and experimentally observes and... more The fundamental role played by this book is that it theoretically and experimentally observes and analyses the impact of the implicit and explicit corrective feedback on grammar acquisition of ESL students in their natural learning environment. It does this with the help of relatively separate measurement tests of implicit and explicit knowledge. The book provides empirical, pedagogical and methodological implications which help clarify some of the ambiguities and substantiate some of the findings existing in the literature review of this field of study.
Malaysian Online Journal of Educational Sciences, 2015
Lack of valid means of measuring explicit and implicit knowledge in acquisition of second languag... more Lack of valid means of measuring explicit and implicit knowledge in acquisition of second language is a concern issue in investigations of explicit and implicit learning. This paper endeavors to validate the use of four tests (i.e., Untimed Judgment Grammatical Test, UJGT; Test of Metalinguistic Knowledge, TMK; Elicited Oral Imitation Test, EOIT; and Time pressured Judgment Grammatical Test, TJGT) from a set of instruments introduced by Ellis (2005) to measure explicit and implicit knowledge of ESL learners. The result of Principal Component Analysis shows the UJGT and TMK loaded on the first factor (i.e., explicit knowledge) and the EOIT and TJGT loaded on the second factor (i.e., implicit knowledge) when a two factor solution was imposed. The study also shows that second language students respond in a different way to ungrammatical and grammatical sentences in the UJGT. Hence, Pearson Product Moment Coefficient tests have been conducted amid the ungrammatical and grammatical sente...
The issue of error correction remains controversial in recent years due to the different position... more The issue of error correction remains controversial in recent years due to the different positions of interface toward implicit and explicit knowledge of ESL learners. This study looks at the impacts of implicit corrective feedback in the form of recast on implicit and explicit knowledge of adult ESL learners. In an experimental study, lower-intermediate learners first were taught the grammatical features; then they completed communicative tasks during which the experimental group received recast and the control group received no feedback when an error occurred. Acquisition was measured by means of tests designed to measure implicit and explicit knowledge. Results of ANCOVA analysis revealed higher score for the experimental group; and result of t-test revealed that recast has significant effect on implicit knowledge. In line with the weak interface position toward implicit and explicit knowledge, the findings extend empirical support for Schmidt's noticing hypothesis and function of recast in language learning.
Malaysian Online Journal of Educational Sciences, 2014
The study examines the effect of explicit form focus instruction and specifically metalinguistic ... more The study examines the effect of explicit form focus instruction and specifically metalinguistic information feedback on the development of both implicit and explicit knowledge of adult English as a Second Language (ESL) learners. Ninety-one subjects at the lower intermediate level were carefully selected through placement test at one of the selected education centre in Kuala Lumpur and randomly assigned into experimental and control groups by the researcher. A quantitative study was conducted over approximately four weeks in 16 sessions. Modal (can and have to), past tense with –ed, Present perfect (since and for), Comparatives, Unreal conditionals were chosen as the target structures. Target structures were taught based on the lesson plan of the study. Pretest and posttest were given before and after the intervention program. The tests consisted of two tests designed to measure implicit knowledge (i.e., EOIT & TGJT) and two other tests (i.e., UGJT & MKT) to measure explicit knowle...
Malaysian Online Journal of Educational Sciences, 2014
The issue of error correction remains controversial in recent years due to the different position... more The issue of error correction remains controversial in recent years due to the different positions of interface toward implicit and explicit knowledge of ESL learners. This study looks at the impacts of implicit corrective feedback in the form of recast on implicit and explicit knowledge of adult ESL learners. In an experimental study, lower-intermediate learners first were taught the grammatical features; then they completed communicative tasks during which the experimental group received recast and the control group received no feedback when an error occurred. Acquisition was measured by means of tests designed to measure implicit and explicit knowledge. Results of ANCOVA analysis revealed higher score for the experimental group; and result of t-test revealed that recast has significant effect on implicit knowledge. In line with the weak interface position toward implicit and explicit knowledge, the findings extend empirical support for Schmidt’s noticing hypothesis and function o...
The issue of corrective feedback remains controversial in recent years due to the different posit... more The issue of corrective feedback remains controversial in recent years due to the different positions of interface toward implicit and explicit knowledge of ESL learners. This study investigated the impact of explicit corrective feedback in the form of metalinguistic information on implicit and explicit knowledge of adult ESL learners. The study in an experimental design conducted at the University of Malaya Center for Continuing Education in Kuala Lumpur with 91 female and male adult students at lower-intermediate level of English proficiency in two groups (control and experimental). The relative efficacy of feedback was assessed by using the Oral Elicited Imitation Test and Timed Grammaticality Judgment Test for measuring implicit knowledge; and Untimed Grammaticality Judgment Test and Metalinguistic Knowledge Test for measuring explicit knowledge in pretest and posttest sessions before and after the intervention program. To analyze the data ANCOVA and t-test have been conducted. ...
The issue of efficacy of oral corrective feedback on grammar acquisition of second language learn... more The issue of efficacy of oral corrective feedback on grammar acquisition of second language learners in an English language classroom setting remains controversial in recent years due to the implicit and explicit types of corrective feedback and different positions of interface toward implicit and explicit knowledge. This study investigated the impact of implicit corrective feedback in the form of recasts and explicit corrective feedback in the form of metalinguistic information on grammar acquisition of ESL learners. The quantitative study was conducted at the University of Malaya Centre for Continuing Education in Kuala Lumpur with 136 female and male international postgraduate students at lower-intermediate level of English proficiency involving one control and two experimental groups. The relative efficacy of both types of corrective feedback was assessed by using the Elicited Oral Imitation Test (EOIT) and Timed Grammaticality Judgment Test (TGJT) for measuring implicit knowled...
The fundamental role played by this book is that it theoretically and experimentally observes and... more The fundamental role played by this book is that it theoretically and experimentally observes and analyses the impact of the implicit and explicit corrective feedback on grammar acquisition of ESL students in their natural learning environment. It does this with the help of relatively separate measurement tests of implicit and explicit knowledge. The book provides empirical, pedagogical and methodological implications which help clarify some of the ambiguities and substantiate some of the findings existing in the literature review of this field of study.
Malaysian Online Journal of Educational Sciences, 2015
Lack of valid means of measuring explicit and implicit knowledge in acquisition of second languag... more Lack of valid means of measuring explicit and implicit knowledge in acquisition of second language is a concern issue in investigations of explicit and implicit learning. This paper endeavors to validate the use of four tests (i.e., Untimed Judgment Grammatical Test, UJGT; Test of Metalinguistic Knowledge, TMK; Elicited Oral Imitation Test, EOIT; and Time pressured Judgment Grammatical Test, TJGT) from a set of instruments introduced by Ellis (2005) to measure explicit and implicit knowledge of ESL learners. The result of Principal Component Analysis shows the UJGT and TMK loaded on the first factor (i.e., explicit knowledge) and the EOIT and TJGT loaded on the second factor (i.e., implicit knowledge) when a two factor solution was imposed. The study also shows that second language students respond in a different way to ungrammatical and grammatical sentences in the UJGT. Hence, Pearson Product Moment Coefficient tests have been conducted amid the ungrammatical and grammatical sente...
The issue of error correction remains controversial in recent years due to the different position... more The issue of error correction remains controversial in recent years due to the different positions of interface toward implicit and explicit knowledge of ESL learners. This study looks at the impacts of implicit corrective feedback in the form of recast on implicit and explicit knowledge of adult ESL learners. In an experimental study, lower-intermediate learners first were taught the grammatical features; then they completed communicative tasks during which the experimental group received recast and the control group received no feedback when an error occurred. Acquisition was measured by means of tests designed to measure implicit and explicit knowledge. Results of ANCOVA analysis revealed higher score for the experimental group; and result of t-test revealed that recast has significant effect on implicit knowledge. In line with the weak interface position toward implicit and explicit knowledge, the findings extend empirical support for Schmidt's noticing hypothesis and function of recast in language learning.
Malaysian Online Journal of Educational Sciences, 2014
The study examines the effect of explicit form focus instruction and specifically metalinguistic ... more The study examines the effect of explicit form focus instruction and specifically metalinguistic information feedback on the development of both implicit and explicit knowledge of adult English as a Second Language (ESL) learners. Ninety-one subjects at the lower intermediate level were carefully selected through placement test at one of the selected education centre in Kuala Lumpur and randomly assigned into experimental and control groups by the researcher. A quantitative study was conducted over approximately four weeks in 16 sessions. Modal (can and have to), past tense with –ed, Present perfect (since and for), Comparatives, Unreal conditionals were chosen as the target structures. Target structures were taught based on the lesson plan of the study. Pretest and posttest were given before and after the intervention program. The tests consisted of two tests designed to measure implicit knowledge (i.e., EOIT & TGJT) and two other tests (i.e., UGJT & MKT) to measure explicit knowle...
Uploads
Papers by Mandana Ebadi