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Direct linkGan, Zhengdong; He, Jinbo; Liu, Fulan; Xie, Qing – Applied Language Learning, 2020
Although substantial research has examined how teachers respond to students' linguistic errors, the motivational influence of feedback practices in foreign language education has received relatively little attention. Drawing on recent feedback theories of educational assessment (e.g., Hattie & Timperley, 2007; Carless, 2017) and second…
Descriptors: English (Second Language), Second Language Learning, Second Language Instruction, Oral Language
Choi, Yujeong; Kilpatrick, Cynthia – Applied Language Learning, 2014
Whereas studies show that comprehensible output facilitates L2 learning, hypothesis testing has received little attention in Second Language Acquisition (SLA). Following Shehadeh (2003), we focus on hypothesis testing episodes (HTEs) in which learners initiate repair of their own speech in interaction. In the context of a one-way information gap…
Descriptors: Second Language Learning, Hypothesis Testing, Grammar, Morphology (Languages)
Li, Shaofeng – Applied Language Learning, 2009
The present study investigates the differential effects of explicit and implicit feedback on L2 learners at different proficiency levels as measured by L2 development and learner uptake, which is defined as the learner's responses following feedback. Twenty-three learners of Chinese as a foreign language at two different levels of proficiency at a…
Descriptors: Feedback (Response), Error Correction, Second Language Learning, Second Language Instruction
Plonsky, Luke; Mills, Susana V. – Applied Language Learning, 2006
This study was designed to measure and bridge the mismatch in perceptions of error correction (EC) between a teacher and his students. The participants were 32 students in two intact, beginner-level Spanish classes at a mid-size university in the Southwest of the US. The treatment consisted of two learner training (LT) sessions (see Reiss, 1981)…
Descriptors: Error Correction, Teacher Attitudes, Student Attitudes, Spanish
