Editor: Peter Garrett (University of Cardiff)
Review editor: Terry Shortall (University of Birmingham)
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Volume: 9 Number: 1 Page: 34–51
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A Vygotskian Perspective on Corrective Feedback in L2: The Effect of Random Versus Negotiated Help on the Learning of English Articles
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Hossein Nassaji and Merrill Swain
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This study examined whether negotiated help provided within the learner's zone of proximal development (ZPD) is more effective than help provided randomly and irrespective of the learner's ZPD. Data were
collected during tutorial sessions on writing English compositions by two Korean learners of English. Qualitative and quantitative components of the data analysis provided support to the hypothesis. In
addition, it was found that when provided randomly and in a non-collaborative fashion, more explicit help produced better results than did less explicit help. The findings provide support for a consciousness-raising
view of language learning. Implications for further research on collaborative feedback are discussed.
© Multilingual Matters 2000
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