The associations between individual differences in working memory and the effectiveness of immediate and delayed corrective feedback

References

1. Anderson, D., Magill, R., & Sekiya, H.
   (2001) Motor learning as a function of KR schedule and characteristics of task-intrinsic feedback. Journal of Motor Behavior, 33(1), 59–66. 10.1080/00222890109601903
   https://doi.org/10.1080/00222890109601903 [Google Scholar]
2. Anderson, D., Magill, R., Sekiya, H., & Ryan, G.
   (2005) Support for an explanation of the guidance effect in motor skill learning. Journal of Motor Behavior, 37(3), 231–238. 10.3200/JMBR.37.3.231‑238
   https://doi.org/10.3200/JMBR.37.3.231-238 [Google Scholar]
3. Arroyo, D. C., & Yilmaz, Y.
   (2018) An open for replication study: The role of feedback timing in synchronous computer-mediated communication. Language Learning, 68(4), 942–972. 10.1111/lang.12300
   https://doi.org/10.1111/lang.12300 [Google Scholar]
4. Baddeley, A.
   (2000) The episodic buffer: A new component of working memory?Trends in Cognitive Sciences, 4(11), 417–423.
   [Google Scholar]
5. Baddeley, A., & Hitch, G.
   (1974) Working memory. InG. Bower (Ed.), The Psychology of Learning and Motivation: Advances in Research and Theory (Vol.8, pp.47–89). New York, NY: Academic Press.
   [Google Scholar]
6. Case, R., Kurland, M., & Goldberg, J.
   (1982) Operational efficiency and the growth of short-term memory span. Journal of Experimental Child Psychology, 33, 386–404. 10.1016/0022‑0965(82)90054‑6
   https://doi.org/10.1016/0022-0965(82)90054-6 [Google Scholar]
7. Conlin, J., Gathercole, S., & Adams, J.
   (2005) Children’s working memory: Investigating performance limitations in complex span tasks. Journal of Experimental Child Psychology, 90(4), 303–317. 10.1016/j.jecp.2004.12.001
   https://doi.org/10.1016/j.jecp.2004.12.001 [Google Scholar]
8. Conway, A., Kane, M., Bunting, M., Hambrick, D., Wilhelm, O., & Engle, R.
   (2005) Working memory span tasks: A methodological review and user’s guide. Psychonomic Bulletin & Review, 12(5), 769–786. 10.3758/BF03196772
   https://doi.org/10.3758/BF03196772 [Google Scholar]
9. DeKeyser, R.
   (2007) Practice in a second language: Perspectives from applied linguistics and cognitive psychology. Cambridge: Cambridge University Press. 10.1017/CBO9780511667275
   https://doi.org/10.1017/CBO9780511667275 [Google Scholar]
10. DeKeyser, R.
    (2012) Interactions between individual differences, treatments, and structures in SLA. Language Learning, 62(Suppl. 2), 189–200. 10.1111/j.1467‑9922.2012.00712.x
    https://doi.org/10.1111/j.1467-9922.2012.00712.x [Google Scholar]
11. Doughty, C., & Varela, E.
    (1998) Communicative focus on form. InC. Doughty & J. Williams (Eds.), Focus on form in classroom second language acquisition (pp.114–138). Cambridge: Cambridge University Press.
    [Google Scholar]
12. Ellis, R.
    (2005) Measuring implicit and explicit knowledge of a second language: A psychometric study. Studies in Second Language Acquisition, 27(02), 141–172. 10.1017/S0272263105050096
    https://doi.org/10.1017/S0272263105050096 [Google Scholar]
13. Ellis, R.
    (2007) The differential effects of corrective feedback on two grammatical structures. InA. Mackey (Ed.), Conversational interaction in second language acquisition: A collection of empirical studies (pp.339–360). Oxford: Oxford University Press.
    [Google Scholar]
14. Erlam, R., & Loewen, S.
    (2010) Implicit and explicit recasts in L2 oral French interaction. The Canadian Modern Language Review, 66(6), 887–916. 10.3138/cmlr.66.6.877
    https://doi.org/10.3138/cmlr.66.6.877 [Google Scholar]
15. Gathercole, S., Pickering, S., Knight, C., & Stegmann, Z.
    (2004) Working memory skills and educational attainment: Evidence from national curriculum assessments at 7 and 14 years of age. Applied Cognitive Psychology, 18(1), 1–16. 10.1002/acp.934
    https://doi.org/10.1002/acp.934 [Google Scholar]
16. Goo, J.
    (2012) Corrective feedback and working memory capacity in interaction-driven L2 learning. Studies in Second Language Acquisition, 34(3), 445–474. 10.1017/S0272263112000149
    https://doi.org/10.1017/S0272263112000149 [Google Scholar]
17. Kim, J., & Han, Z.
    (2007) Recasts in communicative EFL classes: Do teacher intent and learner interpretations overlap?InA. Mackey (Ed.), Conversational interaction in second language acquisition: A collection of empirical studies (pp.269–297). Oxford: Oxford University Press.
    [Google Scholar]
18. Kim, Y., Payant, C., & Pearson, P.
    (2015) The intersection of task-based interaction, task complexity, and working memory. Studies in Second Language Acquisition, 37, 549–581. 10.1017/S0272263114000618
    https://doi.org/10.1017/S0272263114000618 [Google Scholar]
19. Li, C., & Thompson, S.
    (1981) A functional reference grammar of Mandarin Chinese. Berkeley, CA: University of California Press.
    [Google Scholar]
20. Li, S.
    (2013a) The interactions between the effects of implicit and explicit feedback and individual differences in language analytic ability and working memory. Modern Language Journal, 97, 634–654. 10.1111/j.1540‑4781.2013.12030.x
    https://doi.org/10.1111/j.1540-4781.2013.12030.x [Google Scholar]
21. Li, S.
    (2013b) The differential roles of language analytic ability and working memory in mediating the effects of two types of feedback on the acquisition of an opaque linguistic structure. InC. Sanz & B. Lado (Eds.), Individual differences, L2 development & language program administration: From theory to application (pp.32–52). Boston, MA: Cengage Learning.
    [Google Scholar]
22. Li, S., Zhu, Y., & Ellis, R.
    (2016) The effects of the timing of corrective feedback on the acquisition of a new linguistic structure. The Modern Language Journal, 100(1), 276–295. 10.1111/modl.12315
    https://doi.org/10.1111/modl.12315 [Google Scholar]
23. Li, S.
    (2017) The effects of cognitive aptitudes on the process and product of L2 interaction. InL. Gurzynski-Weiss (Ed.), Expanding individual difference research in the interaction approach: Investigating learners, instructors, and other interlocutors (pp.41–70). Amsterdam: John Benjamins. 10.1075/aals.16.03li
    https://doi.org/10.1075/aals.16.03li [Google Scholar]
24. Li, S., & Fu, M.
    (2018) Strategic and unpressured within-task planning and their associations with working memory. Language Teaching Research, 22(2), 230–253. 10.1177/1362168816684367
    https://doi.org/10.1177/1362168816684367 [Google Scholar]
25. Li, S., Ellis, R., & Zhu, Y.
    (2019) The associations between cognitive ability and L2 development under five different instructional conditions. Applied Psycholinguistics, 1–30.
    [Google Scholar]
26. Linck, J., Osthus, P., Koeth, J., & Bunting, M.
    (2014) Working memory and second language comprehension and production: A meta-analysis. Psychonomic Bulletin & Review, 21, 861–883. 10.3758/s13423‑013‑0565‑2
    https://doi.org/10.3758/s13423-013-0565-2 [Google Scholar]
27. Mackey, A., Philp, J., Egi, T., Fuji, A., & Tatsumi, T.
    (2002) Individual differences in working memory, noticing of feedback, and L2 development. InP. Robinson (Ed.), Individual differences and instructed language learning (pp.181–209). Amsterdam: John Benjamins. 10.1075/lllt.2.12mac
    https://doi.org/10.1075/lllt.2.12mac [Google Scholar]
28. Mackey, A., & Sachs, R.
    (2012) Older learners in SLA research: A first look at working memory, feedback, and L2 development. Language Learning, 62, 704–740. 10.1111/j.1467‑9922.2011.00649.x
    https://doi.org/10.1111/j.1467-9922.2011.00649.x [Google Scholar]
29. Mifka-Profozic, N.
    (2013) The effectiveness of corrective feedback and the role of individual differences in language learning. Frankfurt: Peter Lang. 10.3726/978‑3‑653‑01977‑3
    https://doi.org/10.3726/978-3-653-01977-3 [Google Scholar]
30. Quinn, P.
    (2014) Delayed Versus Immediate Corrective Feedback on Orally Produced Passive Errors in English (Unpublished PhD dissertation). University of Toronto, Canada.
31. Révész, A.
    (2012) Working memory and the observed effectiveness of recasts on different L2 outcome measures. Language Learning, 62, 93–132. 10.1111/j.1467‑9922.2011.00690.x
    https://doi.org/10.1111/j.1467-9922.2011.00690.x [Google Scholar]
32. Roche, K., & Chainay, H.
    (2013) Visually guided grasping of common objects: Effects of priming. Visual Cognition, 21(8), 1010–1032. 10.1080/13506285.2013.851136
    https://doi.org/10.1080/13506285.2013.851136 [Google Scholar]
33. Salmoni, A., Schmidt, R., & Walter, C.
    (1984) Knowledge of results and motor learning: A review and critical reappraisal. Psychological Bulletin, 95(3), 355–386. 10.1037/0033‑2909.95.3.355
    https://doi.org/10.1037/0033-2909.95.3.355 [Google Scholar]
34. Sanz, C., Lin, H., Lado, B., Stafford, C., & Bowden, H.
    (2014) One size fits all? Learning conditions and working memory capacity in ab initio language development. Applied Linguistics, 37(5), 669–692. 10.1093/applin/amu058
    https://doi.org/10.1093/applin/amu058 [Google Scholar]
35. Schmidt, R., Young, D., Swinnen, S., & Shapiro, D.
    (1989) Summary knowledge of results for skill acquisition: Support for the guidance hypothesis. Journal of Experimental Psychology: Learning, Memory, and Cognition, 15(2), 352–359.
    [Google Scholar]
36. Schooler, L., & Anderson, J.
    (2008) The disruptive potential of immediate feedback. Retrieved from repository.emu.edu/cgi/viewcontent.cgi?article=1079&context=psychology
37. Skinner, B.
    (1954) The science of learning and the art of teaching. Harvard Educational Review, 24(2), 86–97.
    [Google Scholar]
38. Spada, N., Shiu, J., & Tomita, Y.
    (2015) Validating an elicited imitation task as a measure of implicit knowledge: Comparisons with other validation studies. Language Learning, 65(3), 723–751. 10.1111/lang.12129
    https://doi.org/10.1111/lang.12129 [Google Scholar]
39. Wells, E., Kofler, M., Soto, E., Schaefer, H., & Sarver, D.
    (2018) Assessing working memory in children with ADHD: Minor administration and scoring changes may improve digit span backward’s construct validity. Research in Developmental Disabilities, 72, 166–178. 10.1016/j.ridd.2017.10.024
    https://doi.org/10.1016/j.ridd.2017.10.024 [Google Scholar]
40. Yang, Y., & Lyster, R.
    (2010) Effects of form-focused practice and feedback on Chinese EFL learners’ acquisition of regular and irregular past tense forms. Studies in Second Language Acquisition, 32(02), 235–263. 10.1017/S0272263109990519
    https://doi.org/10.1017/S0272263109990519 [Google Scholar]
41. Yilmaz, Y.
    (2013) Relative effects of explicit and implicit feedback: The role of working memory and language analytic ability. Applied Linguistics, 34, 344–368. 10.1093/applin/ams044
    https://doi.org/10.1093/applin/ams044 [Google Scholar]
42. Zhao, Y.
    (2015) The effects of explicit and implicit recasts on the acquisition of two grammatical structures and the mediating role of working memory (Unpublished PhD dissertation). The University of Auckland, New Zealand.