Many language teachers spend countless hours correcting student writing in hopes of improvement in accuracy, but as of yet, there has been little consensus regarding the efficacy of written corrective feedback (CF) or the type of CF that is most efficient. Although many studies have been conducted on the topic, conflicting results have arisen. In…

As our post-secondary landscape evolves to address the needs of the next generation of learners and future educators, it is important to explore the potential conflict between the teaching methods employed by teacher educators and what we ask our pre-service teachers to enact. Amid the challenges facing many teacher preparation programs (including…

Utilizing the framework of educational linguistics, we investigate ways to foster greater awareness of, and facility with, academic English for educators and students across disciplines by maximizing the popularity of language-related software packages, applications and websites, those already commonly found in and out of the classroom. Our work…

The current volume aspires to add to previous research on the connection between writing and language learning from a dual perspective: It seeks to reflect current progress in the domain as well as to foster future developments in theory and research. The theoretical postulations contained in Part I identify and expand in novel ways the diverse…

The present study provides a report on an experiment seeking the effect of proactive intensive form-focused instruction on the grammatical development of intermediate and advanced Iranian EFL learners. More specifically the aim of the study was to discern (a) whether the grammatical knowledge of Iranian EFL learners at different proficiency levels…

"The EUROCALL Review" is EUROCALL's open access online scientific journal. Regular sections include: (1) Reports on EUROCALL Special Interest Groups: up-to-date information on SIG activities; (2) Projects: reports on on-going CALL or CALL-related R&D projects; (3) Recommended websites: reports and reviews of examples of good practice…

Dynamic Assessment is a new theoretical framework for language assessment, and it is particularly relevant for underrepresented languages and learners. For this study the process is investigated in the context of Yugtun second language learners at a university level. This qualitative teacher action research was a study that involved seven…

Incidental focus on form is one of several ways to direct language learners' attention to formal aspects of language within meaningful communicative contexts. Learners can benefit from focus on form, but the extent to which incidental focus on form, or any other type, is available to learners in advanced foreign language literature classes has not…

Explores the combination of on-line chat rooms with regular classroom interactions in a personalized English program and its potentials to enhance second language development. Suggests that the face-to-face interactions may have highlighted the participants' language problems and enhanced their awareness of such problems, whereas the on-line…

Reports on a study in progress. Considers if papers produced by students who learned from reduced-grammar methods have fewer errors than papers produced by students who learned from traditional grammar handbooks. Explores if students who use a computer to search for errors correct more errors than students who search manually. Examines if students…

Describes an exercise in which students demonstrate what they have learned by working in groups to find incorrect grammar in newspaper writing. (SR)

This paper addresses the question of how grammar checkers may help or hinder students by analyzing the performance of the Microsoft Word 97's Grammar Checker at flagging and explaining errors frequently made by college students. Thousands of sentences were fed into the program. Results indicate that it caught some of the errors reliably (e.g.…

Examined the effects of daily grammar reviews and correction feedback on student performance in a college-level Spanish culture and conversation course. Results found that although the plus-grammar group significantly outperformed the nongrammar group on grammar-focused instruments, both groups performed equally well on an essay. (47 references)…

Describes a parser-driven Japanese tutor, "BANZAI," designed for second-language instruction and presents an empirical study of the program. Results indicate that ongoing rule-driven deductive feedback is more effective than example-driven inductive feedback for learning relatively complex structures whose grammatical rules are not…

Reports findings of an investigation of how English-as-a-Second-Language (ESL) writers edit their academic papers. Interviews were conducted with 50 university students: 10 ESL writers (graduate students) whose final drafts exhibited grammatical accuracy, and 40 ESL writers (undergraduates) whose final drafts exhibited frequent and varied…