This study investigates the provision of two types of auditory elaborative automated digital feedback (metalinguistic and informational) in the context of a digital game for reading skills development in English as a foreign language. Nineteen 11-year-old Spanish-Catalan school children played through two digital minigames while their…

The study reported in this article examined the impact of task type on the ways in which learners resolve grammatical language-related episodes (LREs) and whether the level of engagement affects subsequent language development. Data were collected over a six-week period. Thirty-two Iranian second language (L2) learners were paired up to complete a…

This study investigated incidental focus-on-form in a free discussion English as a foreign language (EFL) class with no pre-selected syllabus. Fifteen hours of classroom interactions in an upper-intermediate class with 15 homogeneous adult learners were audio-recorded and analysed. The participants also completed separate uptake sheets for each…