This study examines the relationship between EFL students' noticing and three written feedback strategies. The convenience sampling method was adopted and four intact classes were randomly assigned into four groups: the model, the error correction, the reformulation, and the control groups. After the completion of picture-cued writing tasks as…

This study investigates Vietnamese EFL teachers' beliefs and practices regarding oral corrective feedback, exploring and seeking to explain some of the relationships between beliefs and classroom practices. Data were collected in primary schools in Vietnam, and consist of 24 classroom observations and interviews with six teachers. Overall, the…

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…

This quasi-experimental study investigated the noticeability and effectiveness of three corrective feedback (CF) techniques (recasts, prompts and a combination of the two) delivered in the language classroom. The participants were four groups of high-beginner college level francophone learners of English as a second language (ESL) (n = 99) and…

The role of teacher-student interaction and collaboration in solving linguistic problems has recently been in the center of SLA research. Accordingly, this study investigated the effect of Oral Interactive Feedback (OIF) on the accuracy and complexity of Iranian intermediate EFL learners' writing. After ensuring the homogeneity using Preliminary…