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Direct linkLavolette, Elizabeth H. P. – ProQuest LLC, 2014
The optimal timing of feedback on formative assessments is an open question, with the cognitive processing window theory (Doughty, 2001) underlying the interaction approach suggesting that immediate feedback may be most beneficial for language acquisition (e.g., Gass, 2010; Polio, 2012) and two educational psychology hypotheses conversely…
Descriptors: English (Second Language), Second Language Learning, Second Language Instruction, Feedback (Response)
