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Direct linkBlazquez-Carretero, Miguel; Woore, Robert – Language Learning & Technology, 2021
Accurate spelling matters for L2 learners: It facilitates communication, affects other aspects of the writing process, and is an important assessment criterion. However, even in phonologically transparent writing systems like Spanish, L2 learners experience spelling difficulties. Nonetheless, explicit spelling instruction appears to be neglected…
Descriptors: Spelling, Second Language Learning, Spanish, Feedback (Response)
Download full textFalhasiri, Mohammad – TESL Canada Journal, 2022
For corrective feedback (CF) to contribute to second language (L2) development, some cognitive processes need to be completed. Learners need to notice and comprehend the CF, reflect on and deeply process it, and finally integrate it into their interlanguage (Gass, 1997). Written languaging (WL), which requires learners to explicitly explain to…
Descriptors: Written Language, Feedback (Response), Error Correction, Cognitive Processes
Kim, Ha Ram; Bowles, Melissa – TESOL Quarterly: A Journal for Teachers of English to Speakers of Other Languages and of Standard English as a Second Dialect, 2019
This research compares how second language learners process two types of written feedback: reformulation and direct correction. On a two-stage composition-and-comparison task, 22 adult learners of English as a second language taking an academic writing course at a large midwestern U.S. university participated in a repeated-measures study in which…
Descriptors: Second Language Learning, Feedback (Response), Written Language, Error Correction
Moslemi, Negar; Dastgoshadeh, Adel – HOW, 2017
This study aimed to investigate the relationship between learners' cognitive styles and their preferences for different types and frequencies of written corrective feedback and for different types of errors to be corrected. Data were collected from 60 English as a foreign language learners at intermediate and upper-intermediate levels. The…
Descriptors: Cognitive Style, Error Correction, Correlation, Questionnaires
Nassaji, Hossein – Modern Language Journal, 2017
This study investigated the effects of extensive versus intensive recasts. The focus was on the effect of feedback on learning English articles, which, as nonsalient target structures, have been shown to be difficult for many second language learners. Intensive recasts were operationalized as recasts provided on article errors only, while…
Descriptors: English Language Learners, Grammar, Feedback (Response), Error Correction
Nassaji, Hossein – Studies in Second Language Learning and Teaching, 2011
A substantial number of studies have examined the effects of grammar correction on second language (L2) written errors. However, most of the existing research has involved unidirectional written feedback. This classroom-based study examined the effects of oral negotiation in addressing L2 written errors. Data were collected in two intermediate…
Descriptors: Error Correction, Grammar, Feedback (Response), Second Language Learning
