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McLellan, Gerry – Language Teaching, 2021
In her article, Icy Lee (2019, pp. 524-536) discusses the differences between comprehensive written corrective feedback (CWCF) and focused written corrective feedback (FWCF). She argues that teachers should concentrate more on focused feedback, and highlight and correct only a few grammar errors or issues with organisation, for example, instead of…
Descriptors: Written Language, Feedback (Response), Teaching Methods, Error Correction
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Li, Yingying; Han, Ye – Language Teaching, 2021
In her position article, Lee (2019) compellingly argues for focused written corrective feedback (FWCF) and offers clear guidelines for teachers to shift their feedback approach. As English language teaching practitioners in Chinese universities, we share Lee's view against any unthinking adherence to comprehensive written corrective feedback…
Descriptors: Error Correction, Feedback (Response), Guidelines, Foreign Countries
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Ellis, Rod – Language Teaching, 2017
The advocacy of task-based language teaching (TBLT) has met with resistance. The critiques of TBLT and the misconceptions that underlie them have already been addressed in Ellis (2009) and Long (2016). The purpose of this article is to move forward by examining a number of real problems that TBLT faces--such as how a "task" should be…
Descriptors: Task Analysis, Teaching Methods, Second Language Instruction, Second Language Learning
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Larsen-Freeman, Diane – Language Teaching, 2015
As applied linguists know very well, how we use language both constructs and reflects our understanding. It is therefore important that we use terms that do justice to our concerns. In this presentation, I suggest that a more apt designation than "multilingual" or "second language acquisition" (SLA) is "multilingual"…
Descriptors: Second Language Learning, Applied Linguistics, Multilingualism, Bilingualism
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Language Teaching, 2014
There is no denying that English is an international language, and as such we must expect to encounter a multitude of local varieties: not only the national Englishes, such as American, British, Australian, etc. but also an even greater number of learner Englishes, such as French English, Brazilian English, Japanese English and the like. But the…
Descriptors: English (Second Language), Second Language Learning, Official Languages, Language Role
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Chapelle, Carol A. – Language Teaching, 2010
This paper argues that the vertical spread of computer-assisted language learning (CALL), i.e., a spread throughout language materials and curricula, makes it difficult to draw a clear distinction between CALL and other language materials. In view of the emphasis that teachers, researchers, and administrators have placed on evaluating CALL, I…
Descriptors: Research Methodology, Applied Linguistics, Computer Assisted Instruction, Educational Technology
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Little, David – Language Teaching, 2009
This article argues that the Council of Europe's European Language Portfolio is capable of supporting the implementation of language learner autonomy on a large scale. It begins by explaining what the author understands by "language learner autonomy", then introduces the European Language Portfolio and explains how it can stimulate…
Descriptors: Personal Autonomy, English (Second Language), Second Language Learning, Reflection
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Marsden, Emma; Graham, Suzanne – Language Teaching, 2009
Using the British "Index to Theses", we found forty-seven Ph.D.s relating to second and foreign language learning and/or teaching defended in English universities in 2006. Objective criteria led us to fourteen theses which had investigated both teaching and learning. Over half of these adopted a process-product research design with the…
Descriptors: Research Design, Second Language Learning, Validity, Foreign Countries