This study investigated the relationship between learner beliefs about peer feedback and development of second language (L2) pronunciation skills after peer feedback on pronunciation had been used in the classroom. Seventy-four first-year learners of German were assigned to a peer feedback provider group, a peer feedback receiver group, and a…

This experimental study investigated the impact of explicit and implicit feedback on acquiring Arabic grammar for second learners. The participants were forty-five lower-intermediate male participants studying Arabic as a second language in a Saudi Arabian language institution. All participants were equally divided into three groups; the explicit…

This study investigates the effectiveness of feedback provided by teachers versus feedback generated by the Write & Improve platform in enhancing the writing skills of senior undergraduate students enrolled in a "two foreign language" program at a private university in Kazakhstan. The quasi-experimental design involved four teachers,…

A growing body of literature on the pedagogical effectiveness of clickers in a second language (L2) context has revealed that clickers can promote learning. However, the extent to which clickers play a role in L2 acquisition compared to other pedagogical approaches lacks consensus; in addition, most research has focused on adult learners and has…

Feedback can be conceived as a scaffolding strategy aimed at knowledge construction and self-regulation. Despite its pedagogical value in fostering learning processes, empirical studies on feedback in translation pedagogy are scarce. In this paper, we focus on the written corrective feedback provided by lecturers in specialised student-written…

This paper explores the integration of Generative Artificial Intelligence (GAI) into peer feedback in English as a Foreign Language (EFL) writing class as a collaborative companion, aiming at enhancing peer feedback engagement and improving overall writing ability. This study first proposes a framework for integrating GAI in peer feedback,…

The literature has revealed the impact of personal factors on feedback-seeking behavior (FSB) in second language (L2) writing. However, little is known about how teacher academic support influences FSB in L2 writing and whether this relationship is mediated by L2 writing self (ideal and ought-to L2 writing selves). To address the lacunae, this…

Teacher educators are typically involved in preparing preservice teachers (PSTs) in initial programs through teaching courses and supervising practicum experiences, including the culminating student teaching practicum. Using self-study of teacher education practices (S-STEPs) during supervision, the authors describe a scaffolded process of…

Feedback is significant in language learning and teaching. Nevertheless, how feedback is utilised effectively in various instructional approaches and assessment tools remains contentious. In portfolio scholarship, feedback plays a pivotal role in aligning language teaching, learning, and assessment seamlessly. Although feedback has been constantly…

Effective written feedback is crucial to student learning and developing writing skills. Responding to student writing is a multifaceted and complex process that requires a more nuanced understanding of second language writing research. This study explored teachers' beliefs and practices about written feedback, which may be influenced by a range…

This classroom study investigated the effectiveness of form-focused instruction and peer feedback training to improve grammatical accuracy and thereby maximize learning opportunities during peer interaction. Eighty-seven third-semester learners of German were assigned to a PI group (peer interaction only), an FFI group (peer interaction and…

Although prior studies have suggested the benefits of a collaborative approach to providing peer feedback in EFL writing, little is known about how students engage in collaborative peer feedback (CPF) activities. This paper reports on a case study involving five Chinese EFL students who collaboratively provided feedback on five argumentative…

Objectives: The purpose of the study was to investigate how tutors approached second language (L2) errors when working with advanced graduate students in structured one-on-one feedback sessions. Method: The longitudinal, qualitative case study used data from immediate, retrospective tutor reflections and in-session interactions to follow two…

With the exponential growth of information and communication technology, many digital tools that can provide immediate feedback on pronunciation have been developed in recent years. Among them, one recent noteworthy tool is "Clips," which is capable of creating fun videos with automatically generated captions. This technology review…

This study highlights critical factors influencing English as a Foreign Language (EFL) teachers' decisions to provide in-class oral corrective feedback (OCF). It explores the interplay between teachers' individual differences -- namely educational background, teaching experience, and additional training -- and their decisions regarding OCF. EFL…