This study investigated the effects of different types of corrective feedback (CF) provided during second language (L2) speech perception training. One hundred Korean learners of L2 English, randomly assigned to five groups (n = 20 per group), participated in eight computer-assisted perception training sessions targeting two minimal pairs of…

This study investigated the effects of teaching English prepositions using schematic diagrams inspired by cognitive linguistics in a computer-based tutorial system called the English Preposition Tutor. Training was designed based on the theoretical framework of the Competition Model and a cognitive linguistic analysis of prepositions. Sixty-four…

A high variability phonetic training technique was employed to train 26 Mandarin speakers to better perceive ten English vowels. In eight short training sessions, learners identified 200 English vowel tokens, produced in a post bilabial stop context by 20 native speakers. Learners' ability to identify English vowels significantly improved in the…

Input exposure is essential for nonprimary language learning, but the importance of explicit instruction and corrective feedback continues to be debated. If instruction is required, how might it be optimized in terms of its nature and timing? In this study, 65 Spanish-English bilinguals were introduced to Latin through an interactive computer…

We examined negative transfer from English and Spanish to Portuguese pronunciation. Participants were native English speakers, some of whom spoke Spanish. Participants completed a computer-based Portuguese pronunciation tutorial and then pronounced trained letter-to-sound correspondences in unfamiliar Portuguese words; some shared orthographic…

This study aimed to isolate the effects of the two input activities in Processing Instruction: referential activities, which force learners to focus on a form and its meaning, and affective activities, which contain exemplars of the target form and require learners to process sentence meaning. One hundred and twenty 12-year-old Taiwanese learners…

Data collected regarding the learning strategies of English-as-a-second-language students (N=33) working with computerized spelling and dictation lessons revealed that the strategies of advance preparation, monitoring input, and monitoring output were used according to the complexity of the learning task. The monitoring input strategy was more…