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A meta-analysis of the effects of instruction and corrective feedback on L2 pragmatics and the role of moderator variables : Face-to-face vs. computer-mediated instruction

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Abstract

This paper reports the results of a meta-analysis of 39 published studies conducted during the last decade (from 2006 to 2016) on the effects of instruction and corrective feedback on learning second language (L2) pragmatics. The study meta-analyzed the effects of instruction in terms of several moderator variables including mode of instruction, type of instruction, outcome measures, length of instruction, language proficiency, and durability of the instructional effects. It was found that (a) computer-assisted instruction generated larger effects than face-to-face instruction, (b) instruction was generally more effective for L2 pragmatic comprehension than production, (c) instruction produced larger effects when tested by selected response outcome measures although different patterns were observed across explicit-implicit categories, (d) longer treatments generated a larger effect size than shorter treatments, (e) studies conducted with intermediate level learners produced larger effect sizes than beginner or advanced level learners, and (f) the observed effects of instruction were maintained.

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Keywords: L2 pragmatics; computer-mediated instruction; corrective feedback; effect size; face-to-dace instruction; meta-analysis; second language acquisition; technology

Document Type: Research Article

Publication date: November 1, 2019

This article was made available online on August 9, 2019 as a Fast Track article with title: "A meta-analysis of the effects of instruction and corrective feedback on L2 pragmatics and the role of moderator variables:Face-to-face vs. computer-mediated instruction".

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