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…

This article calls for replication of two studies (Li, Zhu & Ellis 2016; Arroyo & Yilmaz 2018) that examine the timing of corrective feedback, which refers to whether errors should be corrected during a communicative task (immediate feedback) or after the task is completed (delayed feedback). The article starts with a rationale for…

How to correct learner errors has long been of interest to both language teachers and second language acquisition (SLA) researchers. One way of doing so is through interactional feedback, which refers to feedback provided on learners' erroneous utterances during conversational interaction. Various theoretical claims have been made regarding the…

With much empirical evidence of a beneficial role of interaction in second language (L2) development, researchers have become interested in investigating specific aspects of interaction (e.g., negotiation for meaning, corrective feedback (CF), modified output, noticing, etc.) that likely influence the extent to which interaction benefits L2…

The question of whether written corrective feedback (CF) has a role to play in second language (L2) development has been controversial since Truscott (1996) published an article in "Language Learning" calling for the abandonment of the practice on theoretical, empirical and pedagogical grounds. As a result of his claims, an on-going…

This article reviews research on oral corrective feedback (CF) in second language (L2) classrooms. Various types of oral CF are first identified, and the results of research revealing CF frequency across instructional contexts are presented. Research on CF preferences is then reviewed, revealing a tendency for learners to prefer receiving CF more…