ABSTRACT
Corrective feedback has been the subject of 18 meta-analyses (Plonsky & Brown, 2015) that have examined the research on the effects of corrective feedback on learning outcomes, a product-oriented focus. The present study examines the effect of feedback type (implicit positive and negative feedback) delivered as part of the learning process, a process-oriented focus. Participants received processing instruction on the Spanish passive through explicit explanation followed by structured input practice. Each practice item consisted of a series of slides: written sentence, paired images, response selection (A or B), and feedback (the two-image slide with a green checkmark over the correct answer). Using eye-tracking methodology, we examine the effect of feedback type on one target practice item on processing the elements in the next target practice item. Our results show that feedback type significantly affects subsequent processing. Learners allocate less visual attention to the subsequent practice item if they received implicit positive feedback on the previous item than when they received implicit negative feedback.
