Effects of Recasts and Elicitations in Dyadic Interaction and the Role of Feedback Explicitness
Why is this work in the frame?
A frame that forgets how it found something cannot be audited. These are the routes that admitted this work.
Full frame distilled prediction
Learned from the 10,348 direct Codex labels and 10,348 direct Gemma labels. Candidate is the union of thresholded teacher heads; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels or direct frontier model labels.
- Candidate categories
- none
- Consensus categories
- none
- Domain
- Candidate signal: noneConsensus signal: none
- Study design
- Candidate signal: QualitativeConsensus signal: Qualitative
- Genre
- Candidate signal: EmpiricalConsensus signal: Empirical
- Teacher disagreement score
- 0.146
- Threshold uncertainty score
- 0.172
- Validation status
machine_predicted_unvalidated·codex-gemma-dda1882f352a
Codex and Gemma teacher scores by category
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.000 | 0.000 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.000 | 0.000 |
| Science and technology studies | 0.000 | 0.000 |
| Scholarly communication | 0.000 | 0.000 |
| Open science | 0.000 | 0.000 |
| Research integrity | 0.000 | 0.000 |
| Insufficient payload (model declined to judge) | 0.000 | 0.000 |
Machine scores (provisional)
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
- Teacher spread
- 0.222 · how far apart the two teachers sit on this one work
- Validation status
score_only:v0-immature-baseline· verbatim from the scoring run: score_only means the number may rank works, and no category label ships from it
Abstract
The present study investigated the effects of two categories of interactional feedback—recasts and elicitations—on learning linguistic forms that arose incidentally in dyadic interaction. The study also identified implicit and explicit forms of each feedback type and examined their subsequent effects immediately after interaction and after 2 weeks. Data came from 42 adult English as a second language learners who participated in task‐based interaction with two native‐ speaker English language teachers and received various forms of recasts and elicitations on their nontargetlike output. The effects of feedback were measured by means of learner‐specific preinteraction scenario descriptions and immediate and delayed postinteraction error identification/correction tasks. The results showed a higher degree of immediate postinteraction correction for recasts than for elicitations. The results also showed that in both cases the more explicit forms of each feedback type led to higher rates of immediate and delayed postinteraction correction than the implicit forms. However, the effects of explicitness were more pronounced for recasts than for elicitations. These latter findings suggest that although both recasts and elicitations may be beneficial for second language learning, their effectiveness might be closely, but differentially, related to their degree of explicitness.
Fetched live from OpenAlex and de-inverted. Abstracts are not stored in this database: the inverted indexes are 8.6 GB of the frame’s 9.3 GB of text, and the host has 13 GB free.
The record
- Venue
- Language Learning
- Topic
- EFL/ESL Teaching and Learning
- Field
- Arts and Humanities
- Canadian institutions
- University of Victoria
- Funders
- not available
- Keywords
- Corrective feedbackPsychologyTask (project management)LinguisticsDegree (music)Cognitive psychologyMathematics education
- Has abstract in OpenAlex
- yes