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Direct linkGan, Zhengdong; He, Jinbo; Liu, Fulan; Xie, Qing – Applied Language Learning, 2020
Although substantial research has examined how teachers respond to students' linguistic errors, the motivational influence of feedback practices in foreign language education has received relatively little attention. Drawing on recent feedback theories of educational assessment (e.g., Hattie & Timperley, 2007; Carless, 2017) and second…
Descriptors: English (Second Language), Second Language Learning, Second Language Instruction, Oral Language
Choi, Yujeong; Kilpatrick, Cynthia – Applied Language Learning, 2014
Whereas studies show that comprehensible output facilitates L2 learning, hypothesis testing has received little attention in Second Language Acquisition (SLA). Following Shehadeh (2003), we focus on hypothesis testing episodes (HTEs) in which learners initiate repair of their own speech in interaction. In the context of a one-way information gap…
Descriptors: Second Language Learning, Hypothesis Testing, Grammar, Morphology (Languages)
Chan, Alice Yin Wa – Applied Language Learning, 2005
Building on the results of a small-scale survey which investigated the general use of dictionaries by university English majors in Hong Kong using a questionnaire survey and their specific use of dictionaries using an error correction task, this article discusses the tactics these students employed and the problems they encountered when using a…
Descriptors: Foreign Countries, Undergraduate Students, Majors (Students), English (Second Language)
McGarry, Richard – Applied Language Learning, 2004
This study examines the pedagogical and pragmatic motives behind error correction both in classroom contexts and in everyday conversation among native Spanish-speaking English teachers in Costa Rica. Survey and interview data are analyzed and discussed in terms of participants' attitudes toward correction of errors in L1 and L2 in various…
Descriptors: Foreign Countries, Error Correction, English Teachers, English (Second Language)
