This study used a multiple-baseline-across-students design to examine the effects of repeated readings combined with systematic error correction and performance feedback on the reading fluency and comprehension of 4 middle school students attending an outpatient day treatment program for their behavior problems. Additionally, a brief prediction…

The research reported in the study was undertaken to measure English language teachers' ability to interpret second language learners' intended meanings in idiosyncratic utterances in written English. In doing so, it also aimed at verifying Corder's (1981) speculation that language teachers can correctly guess the intended meanings of learners in…

The debate continues between those who believe in giving corrective feedback to students to improve their written accuracy and those who do not. Indeed, the results of the many experimental studies on written corrective feedback carried out over the last 20 years have been so contradictory that second language teachers looking to support their…

Results of an exploratory factor analysis study designed to examine and refine the Corrective Feedback Instrument are reported. The Corrective Feedback Instrument-Revised replaces the Corrective Feedback Instrument and consists of 30 items that can be used to encourage conversations about giving, receiving, and clarifying corrective feedback in…

Participants completed 5 laboratory examinations during which the number of responses permitted (1 response, up to 4 responses) and the timing of feedback (no feedback control: Scantron form; delayed feedback: end-of-test, 24-hr delay; immediate feedback: assistant, response form) were manipulated. Participants completed a 100-item cumulative…

Although a number of studies have associated recasts with second language development, the actual mechanisms by which recasts work to impact learning are still little understood. In particular, researchers have sought to gain a deeper understanding of the connections among recasts, learners' responses to recasts, and subsequent development. To…

This article reports on the results of a research study that investigated the effectiveness of using an algorithmic approach to error correction to help Hong Kong English-as-a-second-language (ESL) learners overcome persistent lexico-grammatical problems. Ten error types were selected for the experiment, and one set of remedial instructional…

This article discusses design and usability issues pertaining to context-sensitive "help" in computer-assisted language learning (CALL). As part of the discussion, we present a study in which we examined the effects of three independent factors on student usage of context-sensitive "help": feedback, exercise type, and language proficiency. Forty…

One of the most common problems for school music ensembles is the lack of rehearsal time to prepare for public performances. Because of this, music educators all too often feel they need to eliminate various parts of the rehearsal so that more time can be spent on rehearsing performance literature. However, this approach can be shortsighted…

Zo eplicates in a synchronous learning environment a study that looked at the effectiveness of providing two types of corrective feedback to students in the classroom. Elementary learners of L2 English (N = 31) completed two communicative tasks, during which time they received either recasts (implicit feedback) or metalinguistic information…

Most studies on feedback compare elaborated feedback types presenting knowledge on the correct response (KCR) immediately together with further information to simple feedback types providing knowledge of result (KR) or KCR. This study uses bug-related tutoring feedback (BRT-feedback) offering strategic information for error correction, but no…