There is an ongoing debate as to whether written corrective feedback (WCF) is effective for the improvement of adult second language (L2) writers' accuracy. Ever since Truscott (1996, 1999) began arguing against grammar correction in L2 writing courses, researchers have challenged his position (i.e. below). Although most of these studies show WCF…

Thirty-three students of fourth semester German at the University of Kansas participated in the study which sought to investigate whether focused written corrective feedback (WCF) promoted the acquisition of the German case morphology over the course of a semester. Participants received teacher WCF on five two-draft essay assignments under three…

This dissertation investigates whether and how learners' heritage language (HL) background and explicitness of feedback influence second language (L2) pragmatic development of Korean referent honorifics through conversational interaction. Specifically, this study focuses on HL learners versus non-heritage language (NHL) learners and recasts versus…

Very often, second language (L2) writers commit the same type of errors repeatedly, despite being corrected directly or indirectly by teachers or peers (Semke, 1984; Truscott, 1996). Apart from discouraging teachers from providing error correction feedback, this also makes them hesitant as to what form of corrective feedback to adopt. Ferris…

This study was conducted to examine the differences in high school biology achievement and student affect towards teacher and content from the use of individualized correctives as part of mastery learning. An experimental pretest-posttest with control group design was used during the fall 2011 semester. Over a thirteen-week period, 99 students in…

Teacher feedback and interaction are factors of success and satisfaction in online courses, but courses designed for computer-assisted instruction (CAI) require less communication between a teacher and student. The goal of this research was to examine the impact of teachers' feedback in online self-paced secondary math courses where CAI was…

For several decades, research in instructed second language acquisition (SLA) has focused on identifying the facilitative role that interaction plays in second language (L2) development (e.g., Gass, 1997; Long, 1996; Pica, 1996). Within this area of interest, a considerable amount of attention has been directed toward the feedback that learners…

Previous studies revealed mixed results in terms of the relative effects of implicit and explicit feedback: some found that explicit feedback worked more efficiently than implicit feedback; others found no difference between the two feedback types. These contrasting results called for further investigations into this issue, particularly examining…