Oral-corrective feedback (CF) has often been a significant concern in Teaching English as a Foreign Language (TEFL). This study sought to investigate teachers' and students' attitudes toward the oral CF in traditional and technology-enhanced classes. It also investigated the extent to which teachers' attitudes toward the oral CF matched their…

The prevalence of the COVID-19 pandemic and its consequences, such as the closure of educational centers and the requirement to use virtual education, have all challenged students' learning. Students' mathematical misunderstandings can be regarded as one such challenge. While such problems may also occur in face-to-face training, where teachers…

The main purpose of the present study is to propose a framework for implementing group dynamic assessment (DA) using students' smartphones for improving and assessing EFL learners' ability to produce well-formed and appropriate requests. This study focuses on five learner reciprocity moves during DA interactions to get deeper insights into the…

An extensive number of corrective feedback (CF) studies have examined learners' errors with grammar, vocabulary, pronunciation, and spelling (non-formulaic forms) and established an association between learners' uptake of CF and their second language development. However, learners' errors with formulaic sequences (FSs) comprising idioms,…

Research on corrective feedback (CF) and language teachers' beliefs and practices on the provision of CF has been mainly limited to learners' non-target-like use of grammar, vocabulary, pronunciation, and spelling (non-formulaic forms). Consequently, learners' non-target-like use of formulaic sequences, that is, collocations, idioms, lexical…

The present study examines the effects of pre-task explicit instruction on second language (L2) oral self-repair behaviour while controlling for the effects of working memory. The participants were 121 Iranian learners of English at incipient levels of language proficiency. Their working memory was measured using an operation span task and then…

The present study reports on a collaborative writing project initiated and completed by 18 Iranian English language learners enrolled in an online writing course. Using a wiki as the core element of the project, the aim of the course was fostering learner autonomy in online settings based on the collaborative autonomous language learning framework…

Implicit theory (Dweck, 2000) suggests that learners' theories about the malleability of their individual traits (learning style, here) determine the extent to which they can stretch their learning style (Gregersen & MacIntyre, 2014; Young, 2010) and benefit from the instruction that mismatches their preferred styles. The present study aimed…

Providing feedback on EFL Learners' speaking errors has been extensively researched, with numerous studies highlighting its benefits (Van Ha, et al., 2021; Hartono, 2022). This study investigates the impact of "pending feedback", a type of feedback where students must independently discover the correct answer. This research emphasizes…

Theoretically grounded in Vygotsky's sociocultural theory of mind, Dynamic Assessment (DA) provides researchers with the opportunity to investigate different aspects of learners' developmental trajectory, including the ways they overcome their errors. As a qualitative inquiry into the nature of errors reflecting learners' development in academic…

This study reports the results of a mixed methods approach to investigate the impact of instructor feedback in mobile-assisted language learning (MALL) on the grammatical development of English as a foreign language (EFL) learners. The participants of this quasi-experimental study included 40 female EFL learners randomly selected from the English…

Although corrective feedback (CF) has been studied, more studies still need to be conducted on this variable to check its effects on language learning. Therefore, this study aimed to investigate the effectiveness of teachers' written and verbal CF during the formative assessment (FA) on English as a foreign language (EFL) learners' academic…

Inspired by Vygotsky's sociocultural theory and Storch's framework of peer interaction, this study investigated the nature and outcome of peer interaction in EFL (English as a foreign language) learners' peer review and revision activities. During two 16-week semesters, 32 lower-intermediate learners participated in an Advanced Writing university…

Anticipatory completions can be a potential place in which the second speaker expresses disagreement with the first speaker. 'Doing disagreement' is a significant feature of group work interaction, and resolving such disagreements can pose an interactional challenge for students in classroom contexts (Sharma 2012). Examining disagreement episodes…

This study elucidated how humanistic teaching as manifested in teachers' error correction influences EFL learners' engagement, motivation, and language achievement. the present study was carried out in a language Institute in Mashhad, Iran. The population comprised 42 advanced female learners. To investigate how error treatment will affect EFL…