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Direct linkKim, YouJin; Choi, Bumyong; Kang, Sanghee; Kim, Binna; Yun, Hyunae – Foreign Language Annals, 2020
From a sociocultural perspective, collaborative writing tasks offer opportunities to negotiate in decision-making processes while also sharing responsibility for the production of a single text (Storch, 2013, "Collaborative writing in L2 classrooms." Bristol: Multilingual Matters). Although research has found benefits for such tasks…
Descriptors: Comparative Analysis, Written Language, Korean, Second Language Learning
Sippel, Lieselotte – Foreign Language Annals, 2019
This study explored whether form-focused instruction (FFI) and peer corrective feedback (CF) facilitated vocabulary development during peer interaction (PI). Third-semester learners of German were assigned to a PI group (peer interaction only), PI FFI group (peer interaction and form-focused instruction), or PI FFI CF group (peer interaction,…
Descriptors: Vocabulary Development, Error Correction, Grammar, Pretests Posttests
Armstrong, Kimberly M. – Foreign Language Annals, 2010
This study describes the effect of grades on second language writing performance. Do students write better when their essays are graded, and what implications might this have for foreign language instruction? This study compares three different types of student writing: graded compositions; for-credit online discussion boards; and ungraded,…
Descriptors: Writing Assignments, Essays, Writing Instruction, Second Language Instruction
Peer reviewedSchulz, Renate A. – Foreign Language Annals, 1996
Reports on an exploratory study that examined and compared foreign-language student and teacher beliefs regarding the benefit of a focus on form in language learning. Results showed that students are relatively favorable toward a focus on form; however, surprising discrepancies surfaced in teacher beliefs and in a comparison of student and teacher…
Descriptors: Comparative Analysis, Error Correction, Feedback, Grammar
Peer reviewedRenou, Janet M. – Foreign Language Annals, 2000
Presents results of an exploratory study on advanced-level French second language (L2) learners' metalinguistic awareness. Specifically, learner performance was examined carrying out three steps of a written and oral grammaticality judgment test. Subjects' ability to identify and correct an error, and to provide the rule, were examined, and…
Descriptors: Advanced Students, Comparative Analysis, Error Correction, French
Peer reviewedNagata, Noriko; Swisher, M. Virginia – Foreign Language Annals, 1995
Investigates the effectiveness of two types of computer feedback: one is traditional computer feedback that indicates only missing or unexpected words in the learner's response, and the other is intelligent computer feedback that provides further information about the nature of the errors in the form of metalinguistic rules. (17 references)…
Descriptors: College Students, Comparative Analysis, Computer Assisted Instruction, Consciousness Raising
