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Miguel Blázquez-Carretero – ReCALL, 2023
In 2016, Lawley proposed an easy-to-build spellchecker specifically designed to help second language (L2) learners in their writing process by facilitating self-correction. The aim was to overcome the disadvantages to L2 learners posed by generic spellcheckers (GSC), such as that embedded in Microsoft Word. Drawbacks include autocorrection,…
Descriptors: Second Language Learning, Spanish, Spelling, Error Correction
Nassaji, Hossein – Language Teaching, 2020
How to correct learner errors has long been of interest to both language teachers and second language acquisition (SLA) researchers. One way of doing so is through interactional feedback, which refers to feedback provided on learners' erroneous utterances during conversational interaction. Various theoretical claims have been made regarding the…
Descriptors: Instructional Effectiveness, Feedback (Response), Second Language Instruction, Second Language Learning
Repositioning Corrective Feedback to a Meaning-Orientated Approach in the English Language Classroom
Robert Weekly; Andrew Pollard – TESL-EJ, 2024
The practice of Corrective Feedback (CF), which is situated within a Second Language Acquisition (SLA) Paradigm, is currently positioned towards an accuracy-orientated delivery based on native speaker norms. This is despite the recognition in different areas of linguistic research that there is considerable variation in the way that English is…
Descriptors: English (Second Language), Second Language Learning, Second Language Instruction, Error Correction
Godwin-Jones, Robert – Language Learning & Technology, 2022
In recent years, advances in artificial intelligence (AI) have led to significantly improved, or in some cases, completely new digital tools for writing. Systems for writing assessment and assistance based on automated writing evaluation (AWE) have been available for some time. That is the case for machine translation as well. More recent are…
Descriptors: Writing Instruction, Artificial Intelligence, Feedback (Response), Writing Evaluation
Biondi, Megan – NECTFL Review, 2021
This paper explores the implementation of student-centered and social justice-based teaching methods that promote a classroom atmosphere of equity, inclusion, and positivity by prioritizing students' emotional and psychological well-being in relation to the course content. This paper argues that creating a classroom atmosphere in which students…
Descriptors: Equal Education, Inclusion, Community Colleges, College Second Language Programs
Michael McGuire – Vocabulary Learning and Instruction, 2019
The concept of data-driven learning (DDL) -- direct student use of corpora -- has been gaining attention among researchers and teachers. DDL gives learners the chance to take an inductive approach to learning by recognizing patterns in corpus data rather than following abstract rules. However, very few studies focus on presenting clear practices…
Descriptors: Japanese, English (Second Language), Second Language Learning, Second Language Instruction
Woodworth, Johanathan; Barkaoui, Khaled – TESL Canada Journal, 2020
While feedback is widely considered essential for second language (L2) writing development (Bitchener & Ferris, 2012), teachers may not always be able to provide their learners with immediate and frequent corrective feedback. Automated writing evaluation (AWE) systems can help respond to this challenge by providing L2 learners with written…
Descriptors: Writing Evaluation, Feedback (Response), Error Correction, Second Language Instruction
Sepehrinia, Sajjad; Nemati, Majid; Khomijani Farahani, Ali Akbar – Language Learning Journal, 2019
Among focus-on-form studies, oral corrective feedback (CF) has probably received the greatest attention. The majority of studies in this area appear to support a positive role for oral CF in improving interlanguage development. However, theorists adopting a nativist view of second language acquisition continue to question its effectiveness. The…
Descriptors: Oral Language, Interlanguage, Syntax, Error Correction
Poehner, Matthew E.; Leontjev, Dmitri – Language Teaching Research, 2020
The present article argues for a conceptual distinction between corrective feedback and mediation that emphasizes the status of the latter not as an instructional practice but as a defining feature of human psychology (Vygotsky, 1987) that has direct implications for how instruction might be approached. Specifically, Sociocultural Theory (SCT)…
Descriptors: Error Correction, Feedback (Response), Teaching Methods, Sociocultural Patterns
Cohen, Andrew D. – L2 Journal, 2018
This article highlights a series of areas deemed worthy of attention by L2 researchers. In some cases the research effort would entail following up on studies initiated some years ago and in other cases the effort would involve relatively new research thrusts. The article includes ideas about research regarding: (1) "pathways to success in…
Descriptors: Second Language Learning, Second Language Instruction, Error Correction, Pragmatics
Bitchener, John; Knoch, Ute – Language Teaching, 2015
The question of whether written corrective feedback (CF) has a role to play in second language (L2) development has been controversial since Truscott (1996) published an article in "Language Learning" calling for the abandonment of the practice on theoretical, empirical and pedagogical grounds. As a result of his claims, an on-going…
Descriptors: Error Correction, Feedback (Response), Second Language Learning, Second Language Instruction
Galina, Benjamin J. – Arts and Humanities in Higher Education: An International Journal of Theory, Research and Practice, 2017
Language departments have long confronted a disciplinary divide between the study of literature and language. This divide in tenure lines and course content has engendered a similarly deep-seated divide in pedagogical practices. In world language departments, critique often seems confined, for reasons both epistemological and historic, to…
Descriptors: Criticism, College Second Language Programs, Bilingualism, Second Language Learning
Batstone, Rob – Language Learning Journal, 2016
The idea that task-based learning can be facilitated through negotiated interaction has been a major object of research amongst scholars interested in task-based language teaching for at least 30 years. In this article, I focus largely on one particular type of negotiation--the negotiation of form (hereafter NoF). My purpose is not to cast doubt…
Descriptors: Teaching Methods, Task Analysis, Academic Discourse, Communications
Saadat, Mahboobeh; Mehrpour, Saeed; Khajavi, Yaser – TESOL Journal, 2016
In this article, the authors examine different ways of using the Internet to receive feedback, and discuss advantages of language learners' use of the Internet to improve their own writing. In effect, the article elaborates on how Internet-mediated corrective feedback (IMCF) can be used as an efficient tool by language learners to become competent…
Descriptors: Error Correction, Feedback (Response), Second Language Learning, Second Language Instruction
Saengboon, Saksit – LEARN Journal: Language Education and Acquisition Research Network, 2016
In this position paper, the author argues for the re-conceptualization of English language teaching (ELT) through the socio-cultural and context-based approach (SCA). For a typical English as a foreign language (EFL) situation, SCA takes as a point of departure a thorough understanding of the macro-level components e.g., local classroom…
Descriptors: Sociocultural Patterns, English (Second Language), Second Language Learning, Second Language Instruction