再探口語修正性回饋對第二語言習得成效之後設分析

Abstract

儘管數十年來關於錯誤訂正的研究顯示出各種不同觀點，口語修正性回饋之成效仍未有定論。本研究藉由統合口語修正性回饋之實證研究，以檢測口語修正性回饋對於第二語言習得者發展之成效，並探討學習者特徵、研究設計以及口語修正性回饋相關變數等統計變項與其成效之相關性。本研究收集共計四十一篇發表於1988年至2018年間之初級研究，並整合分析了兩百零四個效果量。隨機效應模式分析結果顯示，口語修正性回饋對於第二語言習得發展影響達輕度至中度效果(g = 0.662)，並證實了研究變項間存在異質性(𝐼2 = 71.088%)。此外，於十三個調節變項中，學習者第二語言程度、目標語言、語境、實驗設計類型、目標語言特徵、成效測量種類、研究時長、處置實施次數、出版形式、以及口語修正性回饋種類等十個變項為顯著調節變項。依據資料分析結果，本研究更針對教師、研究者及教育從業者提供教學上之建議與未來研究方向。

Over decades, as researchers have proposed different views on error corrections, the effectiveness of oral corrective feedback (OCF) has still remained indeterminate. The present study synthesizes existing empirical OCF studies to examine the effectiveness of OCF on learner's L2 development. Further, several moderating effects which include learner characteristics, research design, and variables in OCF were involved in the study as well. A total of 41 primary studies published between 1988 and 2018 were collected, and 204 effect sizes were meta-analyzed. Results from random-effects models revealed a small-to-medium effect (g = 0.662) and established the presence of true heterogeneity (𝐼2 = 71.088%). Additionally, ten out of the thirteen potential moderators werefound to significantly relate to the variability in effects, including learner's L2 proficiency, target language, language context, study grouping, targeted linguistic feature, type of outcome measure, intervention duration, number of treatment, publication type, and type of oral corrective feedback. Established on the findings, the current meta-analysis provides pedagogical implications and future research directions for educators, researchers, and practitioners.