Metacognition in L2 listening has garnered attention, but there is limited research on concrete methods to practice it in high school EFL contexts. This study aims to investigate the effectiveness of self-annotation interventions in a high school EFL listening classroom. Through the analysis of pre- and post-listening tests, students' annotations…

This study investigated how the inclusion of model texts as a feedback technique affected students' task motivation and engagement in writing tasks. Adopting a longitudinal design, 60 English as a foreign language (EFL) children (aged 11-12) were divided into three groups: a treatment group, a long-term treatment group, and a control group. The…

Second language (L2) writing research has demonstrated that young learners discuss linguistic issues, make use of feedback, and show a generally positive disposition toward writing tasks. However, many issues deserve further investigation. Regarding task implementation, few studies have been conducted with young learners writing individually, and…

This quasi-experimental study investigated the effect of using model texts as a written corrective feedback (WCF) strategy on second language learners' writing, in both rewritten drafts and new drafts. It further examined learners' perceptions of model-based feedback and how those perceptions affected model effectiveness. Sixty-six English…

Grounded in the activity theory, we adopted a sequential explanatory mixed-methods approach to explore the impact of automated written corrective feedback (AWCF) on English as a foreign language (EFL) learners' academic writing skills (i.e. task achievement, coherence and cohesion, lexicon, and grammatical range and accuracy). To this end, two…

While several research studies have investigated the impact of peer review training (PRT) on writing quality of L2 students, effects of PRT on revision quantity and quality remain vague. The purpose of this study was to compare revision quantity and quality before and after a scaffolded PRT following Anderson's proceduralization theory. Twenty…

Considering noticeable improvements in the accuracy of Google Translate recently, the aim of this study was to examine second language (L2) learners' ability to use post-editing (PE) strategies when applying AI tools such as the neural machine translator (MT) to solve their lexical and grammatical problems during L2 writing. This study examined 57…

Enhancing learners' grammar competence basically improves their communication skills. Nevertheless, the question of which grammar teaching technique is highly useful for the purpose is arguable. In light of that, this study was set out to examine the effects of using grammar consciousness-raising tasks in enhancing students' narrative tenses…

The problem of cognitive overload is particularly pertinent in multimedia L2 classroom corrective feedback (CF), which involves rich communicative tools to help the class to notice the mismatch between the target input and learners' pronunciation. Based on multimedia design principles, this study developed a new multimodal CF model through…

The impetus for the present study came from Ferris' (2010) article discussing the gap between theory, research, and practice in written corrective feedback (WCF). To address this gap, the present study aimed at comparing the impact of focused vs. comprehensive WCF and revision on the improvement of written accuracy of learners of English as a…

Recent discussions in language communication indicate the effectiveness of technology and computer-mediated communication. Research also highlights the central role of synchronous and asynchronous modes of interaction in second and foreign language development. Gaining insights from Vygotskyan sociocultural theory of mind, the present study…

In an attempt to add to the current body of research on written corrective feedback (CF), the current study reports on a nine-week intervention, which initially focused on the effect of direct written CF on learners' use of English articles in their writing and then examined the effect of adding metalinguistic explanation to this CF type; and…

Recent years have witnessed an increased interest in automated writing evaluation (hereafter AWE). However, few studies have examined the use of AWE with apprehensive writers. Hence, this study extends research in this area, investigating the effect of using AWE on reducing writing apprehension and enhancing grammatical knowledge. The participants…

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…

The benefits of corrective feedback (CF) for second language (L2) learning are empirically attested, and multiple factors mediating CF effectiveness have been investigated. However, the timing of oral CF has received less attention given most research examines corrections provided immediately after an error. Delayed CF also warrants investigation;…