Publication Date
| In 2025 | 0 |
| Since 2024 | 0 |
| Since 2021 (last 5 years) | 0 |
| Since 2016 (last 10 years) | 1 |
| Since 2006 (last 20 years) | 3 |
Descriptor
Source
| Language Learning | 3 |
Publication Type
| Journal Articles | 3 |
| Reports - Research | 2 |
| Reports - Evaluative | 1 |
Education Level
| Adult Education | 3 |
Audience
Location
| Japan | 1 |
Laws, Policies, & Programs
Assessments and Surveys
What Works Clearinghouse Rating
Peer reviewed
Direct linkSato, Masatoshi; Loewen, Shawn – Language Learning, 2018
This study explored the impact of metacognitive instruction provided in conjunction with corrective feedback, investigating the moderating effects of two types of implicit corrective feedback (input-providing conversational recasts vs. output-prompting clarification requests) that targeted English third-person singular "-s" and…
Descriptors: Metacognition, Teaching Methods, Instructional Effectiveness, Error Correction
Saito, Kazuya – Language Learning, 2013
The current study investigated the impact of recasts together with form-focused instruction (FFI) on the development of second language speech perception and production of English /?/ by Japanese learners. Forty-five learners were randomly assigned to three groups--FFI recasts, FFI only, and Control--and exposed to four hours of communicatively…
Descriptors: Second Language Learning, Experimental Groups, Pronunciation, Auditory Perception
Nassaji, Hossein – Language Learning, 2007
This research investigates the usefulness of two major types of interactional feedback (elicitation and reformulation) in dyadic interaction. The focus is on the different ways in which each feedback type is provided and their relationship with learner repair. The participants were 42 adult intermediate English as a second language learners and…
Descriptors: Feedback (Response), English Teachers, Interpersonal Communication, Adults
