The present study examines how learners' language mindsets (beliefs about the malleability of language intelligence) and achievement goals predict learners' preferences for different types of corrective feedback (CF). Questionnaire data were collected from 537 learners of Spanish as a foreign language at two North-American universities. Factor…

This study aimed at finding the correlation between Iranian and Turkish EFL learners' cognitive styles and their preferences for different WCF types. Sixty out of seventy-five EFL students at the intermediate level in two contexts (Iran and Turkey) were selected through the Oxford Placement Test. There were two instruments in this research: The…

This study investigates the preferences of EFL learners for oral corrective feedback in relation to their learning styles in order to determine whether there exists a relationship between the two. The sample consisted of 348 preparatory class students studying English as a Foreign Language at a state university in Turkey. A questionnaire was…

This study aimed to investigate the relationship between learners' cognitive styles and their preferences for different types and frequencies of written corrective feedback and for different types of errors to be corrected. Data were collected from 60 English as a foreign language learners at intermediate and upper-intermediate levels. The…

Teacher-student negotiation in terms of corrective feedback types for written language production has been studied in some ESL (English as a Second Language) contexts. However, there needs to be more studies in some other contexts. Therefore, this study aims to find out the similarities and differences between students' and teachers' perceptions…

How learners perceive written corrective feedback (CF) associates with its effectiveness in language learning. This research investigates students' preferences for three types of written CF, i.e., direct, indirect and metalinguistic written CF, and explores the factors that encourage the teachers to employ these CFs in teaching practice. The…

This dissertation aims to extend our knowledge of prosody--in particular, what kinds of information may be conveyed through prosody, which prosodic dimensions may be used to convey them, and how individual speakers differ from one another in how they use prosody. Four production studies were conducted to examine how various factors interact with…

The purposes of this research were to: 1) to compare the effects of different sequences of feedback types on the students' writing ability and their effect size; 2) to compare the effects of the levels of general English proficiency (high, moderate, and low) on the students' writing ability and their effect size; 3) to investigate the interaction…