First-year composition courses must balance a range of writing instruction priorities including genre and audience awareness with language instruction, particularly for second-language writers. Despite the attested efficacy of "dynamic" written corrective feedback for language gains in intensive English programs, little research has…

Enhancing learners' grammar competence basically improves their communication skills. Nevertheless, the question of which grammar teaching technique is highly useful for the purpose is arguable. In light of that, this study was set out to examine the effects of using grammar consciousness-raising tasks in enhancing students' narrative tenses…

This study investigates how different form-focused instruction (FFI) timing impacts English as a foreign language (EFL) learners' grammar development. A total of 169 Chinese middle school learners were assigned to four conditions randomly: control, before-isolated FFI, integrated FFI, and after-isolated FFI. The three experimental groups received…

Purpose: Modeling of grammatical forms has been used in conjunction with conversational recast treatment in various forms. This study tests the relative effect of providing bombardment prior to or after recast treatment. Method: Twenty-eight children with developmental language disorder participated in daily conversational recast treatment for…

Enhanced Conversational Recast (ECR) is an input-based grammatical intervention approach developed from research on statistical learning. Recent research reported evidence demonstrating the efficacy of ECR on the learning of grammatically obligatory morphemes in English-speaking preschool children with developmental language disorder (DLD). This…

This study aimed to investigate the effects of the integration of indirect feedback and concordances on improving grammatical accuracy in Thai EFL undergraduate students' writing and to explore the students' perceptions toward the intervention. Thirty third-year undergraduate students who studied at a government university in Bangkok were the…

This study investigated the relative effectiveness of two instructional interventions (implicit and explicit feedback) as a function of implicit sequence-learning ability. Second language (L2) attainment was measured by means of a self-paced reading task, which shows online sensitivity to language errors. Implicit sequence-learning ability was…

This study investigates the role of peer interaction (PI) and peer corrective feedback (PCF) in developing EFL learners' grammatical competence regarding simple past tense. It is based on training university-level English preparatory class students in Turkey to interact with their peers and give oral corrective feedback to each other's target…

Although most writing centres maintain policies against providing grammar correction during writing tutorials, it is undeniable that students expect some level of grammar intervention there. Just how much students expect and receive is a matter of speculation. This article examines the grammar-correction issue by reporting on a survey of L1, L2,…

This study was a classroom-based action research. In this study, constructive teaching and learning activities were used to help learners improve on their grammar and usage with a focus on how to help them internalize subject verb agreement rules. The purpose of the research was to assist learners to improve upon their performance in grammar and…

We report on an exploratory study comparing the performance as online tutors of two groups of beginner eleven-year-old students of English in Colombia and Spanish in New Zealand. The native speaker students of the foreign language the others were learning corrected paragraphs written by their peers. The feedback provided by each group of tutors…

The study examines the effect of explicit form focus instruction and specifically metalinguistic information feedback on the development of both implicit and explicit knowledge of adult English as a Second Language (ESL) learners. Ninety-one subjects at the lower intermediate level were carefully selected through placement test at one of the…

Corrective feedback (CF), the implicit or explicit information learners receive indicating a gap between their current, compared to the desired, performance, has been an area of interest for EFL researchers during the last few decades. This study, conducted on 139 English-major prospective EFL teachers, assessed the impact of two CF types…

Sixty-five Japanese learners of English participated in the current study, which investigated the acquisitional value of form-focused instruction (FFI) with and without corrective feedback (CF) on learners' pronunciation development. All students received a 4-hr FFI treatment designed to encourage them to notice and practice the target feature of…

The communication pattern of Initiation/Response/Follow-Up (IRF) has long been an important instructional sequence in language classrooms. When language teachers combine IRF with the Response to Intervention (RTI) approach, they create a powerful model to evaluate student oral practice and self-assess effectiveness in creating language communities…