{
  "schema": "vedokrok.public-item.v1",
  "release_id": "MHC-RPUB-20260920-75ad787a",
  "url": "/knowledge/reperform-after-feedback-instead-of-collecting-corrections",
  "id": "MHC-D-RESEARCH-1126",
  "version": "0.1.0",
  "title": "Reperform after feedback instead of collecting corrections",
  "summary": "A correction becomes learning only when it changes the next performance.",
  "kind": "protocol",
  "body": "After focused feedback, make the learner perform again while the intended change is still clear. Keep the feedback narrow enough to use: one or two high-value targets, not every possible defect. The re-performance can be a revised paragraph, a second spoken attempt or a parallel task. Later, test the same target again without showing the correction.",
  "limits": [
    "Immediate re-performance can show understanding and short-term control; durable transfer requires a delayed check."
  ],
  "topics": [
    "union-language-plateau-and-c1-transition"
  ],
  "intents": [],
  "source_ids": [
    "RS-59C42B630ECEE225",
    "RS-32A66B6FDD14730B"
  ],
  "evidence": [
    {
      "claim": "Task-repetition research finds that repeating a communicative task can improve dimensions of L2 performance, while the size and pattern of effects depend on the task and repetition design.",
      "source_id": "RS-59C42B630ECEE225",
      "role": "supports",
      "note": "Immediate improvement on a repeated task can include task familiarity and does not by itself prove transfer to new topics.",
      "locator": "Meta-analysis results"
    },
    {
      "claim": "Second-language writing feedback is more useful when the feedback level matches the intended outcome: surface feedback mainly targets form, while deeper feedback targets organization and meaning.",
      "source_id": "RS-32A66B6FDD14730B",
      "role": "supports",
      "note": "This evidence concerns writing and should be adapted cautiously when designing oral feedback.",
      "locator": "Meta-analytic comparison of surface, deep and combined feedback"
    }
  ],
  "use_when": [
    "Feedback produces a list of errors but those corrections rarely appear in later spontaneous language."
  ],
  "avoid_when": [
    "Immediate re-performance can show understanding and short-term control; durable transfer requires a delayed check."
  ],
  "example": "After feedback on hedging in a recommendation, the learner records the answer again, then handles a different recommendation two days later.",
  "check": "The corrected behavior appears in a later task without copying the teacher's wording.",
  "steps": [
    "Select one or two consequential feedback targets.",
    "Explain or confirm the needed change.",
    "Reperform or revise immediately.",
    "Remove the correction from view.",
    "Retest the target in a later parallel task."
  ],
  "sources": [
    {
      "id": "RS-59C42B630ECEE225",
      "title": "Meta-analysis of task repetition effects on second-language oral performance",
      "url": "https://www.sciencedirect.com/science/article/pii/S0346251X25002787"
    },
    {
      "id": "RS-32A66B6FDD14730B",
      "title": "Effects of feedback on second language writing: A meta-analysis",
      "url": "https://doi.org/10.1016/j.learninstruc.2024.101961"
    }
  ],
  "relations": [
    {
      "from": "MHC-D-RESEARCH-1126",
      "to": "MHC-D-RESEARCH-1120",
      "type": "useful_with",
      "url": "/knowledge/define-the-b2-to-c1-gap-from-a-real-sample"
    }
  ],
  "collections": [
    {
      "id": "RC-67F995255A634179",
      "title": "Move from a B2 plateau toward C1 performance",
      "url": "/collections/move-from-a-b2-plateau-toward-c1-performance"
    }
  ]
}