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Las investigaciones sobre las estrategias de aprendizaje de una segunda lengua se han enfocado en tratar de identificar los procesos de pensamiento y comportamiento usados por el estudiante para aprender un segundo idioma. The focus of research on second language strategies has been on identifying the behaviors and thought processes used by language students to learn a foreign or second language.&nbsp

While the literature on the effect of comprehensive corrective feedback (CF) on overall accuracy is abundant, the body of work employing such a scope to explore error treatability is not, especially when it comes to blended (cf. Ferris, 2010) design studies. Consequently, this investigation extends the analyses from the data set of Bonilla et al. (2018) to report on individual linguistic features. Specifically, to address crucial amenability-related questions in need of perusal, the present blended design study explores the effect of two types of comprehensive CF (with direct correction and metalinguistic codes) on the treatability of separate grammatical and non-grammatical structures. To this end, a group of EFL learners (N = 139) were required to do editing that involved error-correction, deferred (on a draft), and focused on language as well as to produce two independent essays (in an immediate and a delayed posttest). Main results from logistic regression (to test the effect in revised essays) and mixed-effect models (to test the effect on independent essays) render seven variables that can explain correctability differences: out of those, three have also explained overall accuracy gains (cf. Bonilla et al., 2018), one has not been identified thus far, and three consolidate themselves as relevant factors under other conditions as well. Theoretical and pedagogical implications are discussed. Sitio web de la revista (Consulta: 28-07-2021)

The present study examined the effects of written comprehensive corrective feedback forms on learners’ cognitive load, immediate grammatical accuracy, L2 development, and attitudinal engagement. A total of 139 low intermediate EFL university writers were randomly assigned to four experimental conditions (direct correction on grammatical errors; metalinguistic correction on grammatical errors; direct correction on all surface-level errors; metalinguistic correction on all surface-level errors) and a control group (self-correction). Learners wrote four texts, completed a mental-effort scale, and answered a questionnaire of attitudinal engagement. Mixed-model analyses revealed that direct correction on grammatical errors imposed the lowest cognitive load, brought about the most immediate grammatical accuracy (during text revision), and yielded the most L2 development (four weeks after the treatment). Also, a statistically significant attitudinal difference was found between learners receiving direct correction on all surface-level errors and their metalinguistic counterpart. Theoretical and pedagogical implications are discussed. ispartof: Language Learning vol:68 issue:3 pages:813-850 status: published