The study examines whether there is any difference between the effects of a reading-writing integrated task and comprehensive corrective feedback (CF) on English as a foreign language (EFL) learners' writing development, and whether the input language in the integrated task makes a difference in L2 writing development over time and the language…

The current study investigated how recasts can promote the L2 pronunciation development of word-initial /?/ by Japanese learners of English in relation to two developmental stages of English /?/ acquisition (i.e. change in second formant [F2] ? change in third formant [F3]) as well as four affecting variables (i.e. the amount of recasts and…

While previous research has indicated that learners with field-dependence (FD) and field-independence (FI) cognitive styles benefit differentially from different instructional modes, previous corrective feedback studies have ignored the issue of matching error correction strategies to learners' cognitive style. To shed some light on this issue,…