Table 2 Descriptions of Each Experimental Study
Study Name | Grammar | Learner Prof. | Duration | Assessment |
|---|---|---|---|---|
Suh (2014) | counter-factual conditional | 59 intermediate EFL learners at a university in Seoul | feedback group got 5 min to review (2 days after writing) | production test written feedback |
Kim (2012) | regular and irregular past (combined) | 36 intermediate Korean EFL learners at university | writings over 3-week period | timed journal entries (50 min) / describe what they did during the weekend |
Song and Lee (2017) | article | 44 high intermediate Korean EFL learners | weeks 5–12 writing treatment and answers | blogs and rating with native speaking professor |
Jang (2016) | article | 197 intermediate EFL learners at a Korean University | 4 sessions over a 4-week period | first third and fourth dictogloss used for analysis / obligatory contexts |
Jang (2013) | article | 135 Korean EFL students (no proficiency info) | 3 treatment sessions over 2 weeks | Narrative based on meaning not grammar |
Jang (2011) | question | 69 freshmen at a Korean university (no proficiency info) | 2 treatments in one week and immediate post-test | Speed Dictation Test 20 sentences with 12 Targets / 20 s given to write each sentence |
Kim (2009) | simple past and present perfect (combined measure) | 135 high beginner (TOEIC 350 to 420) and intermediate (580 to 620) Korean university students | 6 drafts during a 16-week period | 40-min timed posttest / graded with TLU |
Kim and Cho (2017) | regular and irregular past | 42 Korean EFL university undergraduates (Most low beginner) | 3 sessions about 30 min each | Communicative Task 10 min no time pressure |
Cho (2012) | regular and irregular past | 31 high beginner Korean EFL university undergraduates | 4-week period / treatments were three 50-min conversational tasks | Oral Elicitation Task (first question about meaning and then elicitation) |
Kim (2017) | article | 104 intermediate students at a Korean University | 2 treatment sessions over two weeks / each group retold a story | picture description task and TLU oral |
Kim (2016) | article | 63 intermediate Korean EFL students (TOEC 450 to 600) | 2 treatment sessions over two weeks | Oral elicitation test and assessment of obligatory contexts |
Kim (2002) | participial adjectives (bored vs. boring) and verb+pronoun+to | 72 low intermediate Freshmen at Seoul Women’s University | eight 25-min focus on form over four weeks | short paragraph reading and picture cues and responses / five pictures for each grammatical feature / recorded responses |
Kim (2019) | counter-factual conditional and indefinite article | 67 Korean university participants (Mock TOEIC 550 to 700) | 15 min to revise their original writing, rewriting 25 mins | A text-reconstruction task requires students to rewrite the passage they have read in the original text (10 Minutes to read passage and 15 min to |
Jang (2012) | article | 91 Korean college EFL students (no proficiency info) | 3 sessions over a period of two weeks | Students wrote about two sets of four pictures (5-min time limit per story) - Obligatory Contexts |
Yoo (2016) | indefinite article only | 98 Korean EFL students from three university classes (no proficiency info) | 2 writings (25 mins) and 2 feedback sessions (5 mins) over 4 weeks | Pictures and writing graded by TLU - Focus on Meaning |