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Direct linkEkiert, Monika; di Gennaro, Kristen – Language Teaching, 2021
This study replicates Bitchener and Knoch (2010), which reported that written corrective feedback (WCF) targeting two single-rule English article functions (first mention "a" and subsequent mention "the") is effective. The current replication study repeats the original study in most respects but adds to the assessment of the…
Descriptors: Feedback (Response), Written Language, Error Correction, Instructional Effectiveness
Alipour, Javad; Mohebi, Maryam; Roohani, Ali – Language Teaching, 2023
We report on a conceptual replication of Révész (2012) in order to investigate the idea whether learners provided with recasts do engage in different kinds of behavioral engagement as a function of their working memory and if/how this engagement comes to bear on performance on different measures. Engagement with recasts was measured through a…
Descriptors: Short Term Memory, Second Language Learning, Second Language Instruction, Error Correction
McLellan, Gerry – Language Teaching, 2021
In her article, Icy Lee (2019, pp. 524-536) discusses the differences between comprehensive written corrective feedback (CWCF) and focused written corrective feedback (FWCF). She argues that teachers should concentrate more on focused feedback, and highlight and correct only a few grammar errors or issues with organisation, for example, instead of…
Descriptors: Written Language, Feedback (Response), Teaching Methods, Error Correction
Spada, Nina – Language Teaching, 2022
Task-based language teaching (TBLT) and instructed second language acquisition (ISLA) have much in common in terms of theory, research, and educational relevance. The distinguishing characteristic between the two is that TBLT adopts communicative tasks as the central unit for instruction and assessment, whereas ISLA comprises a broader range of…
Descriptors: Second Language Learning, Second Language Instruction, Task Analysis, Teaching Methods
Li, Yingying; Han, Ye – Language Teaching, 2021
In her position article, Lee (2019) compellingly argues for focused written corrective feedback (FWCF) and offers clear guidelines for teachers to shift their feedback approach. As English language teaching practitioners in Chinese universities, we share Lee's view against any unthinking adherence to comprehensive written corrective feedback…
Descriptors: Error Correction, Feedback (Response), Guidelines, Foreign Countries
