The impact of direct and indirect feedback on the development of Spanish aspect
Document Type
Article
Publication Date
1-1-2017
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.
Recommended Citation
Elola, Idoia; Mikulski, Ariana M.; and Buckner, Timothy E., "The impact of direct and indirect feedback on the development of Spanish aspect" (2017). College of Humanities and Social Sciences. 402.
https://digitalcommons.uncfsu.edu/college_humanities_social_sciences/402