The purpose of this study was to examine the effectiveness of explicit corrective feedback (CF) strategies (i.e., metalinguistic feedback and explicit correction) versus implicit CF methods (i.e., recasts and explanation questions) in helping English language learners acquire the that-trace filter. To this end, one hundred twenty intermediate…

Although several researchers have demonstrated that foreign language (FL) learning experience has a limited effect on the short-term development of second language (L2) fluency, recent studies have suggested that learners can gain long-term (over one year) benefits from FL learning experiences. As a part of the present study, 50 Japanese…

The use of Task-based Language Teaching (TBLT) and Content and Language Integrated Learning (CLIL) approaches in English as Foreign Language (EFL) classrooms has recently gained special attention. In the context of Bangladesh, "English for Academic Purposes," a contextualized TBLT module prepared jointly by British Council and University…

The 21st-century mathematics classrooms should equip learners with well-grounded knowledge and thinking skills pertaining to geometry. However, Euclidean geometry remains one of the challenging, if not the most difficult topic for many learners. As a result, the purpose of this article is to interpret Grade 12 learners' learning difficulties in…

In contexts of first language (L1) acquisition, prediction and adaptation are often viewed as fundamental to the learning process (Rabagliati et al., 2016). One mechanism that has been proposed to specifically account for such adaptive behavior is error-based implicit learning (e.g., Chang et al., 2006). According to this account, speakers…

The frequency of word exposure in teaching materials, along with corrective feedback, has often been identified as a powerful variable in the learning of vocabulary in a foreign language. The effect of the number of times an action is presented as accurate in digital game-based language learning scenarios (i.e., knowledge of correct response [KCR]…

Games have been widely accepted as an effective tool for language learning. They help learners achieve better learning outcome and create a learning atmosphere which contribute to learners' learning. The present study, hence, employed games to help EFL learners write better in English. In the present study, games were used to encourage Thai EFL…

This study investigated how learning styles (visual/verbal) and the use of Automatic Speech Recognition (ASR) software affect English as a Second Language adult learners' improvement during a 12-week course focusing on pronunciation. In the control group (n = 28), the teacher corrected and gave feedback on the adult learners' pronunciation;…

Spelling mastery is an important prerequisite of proficiency in the English language. The conventional language teaching strategy needs to be revolutionized for the 21st century by utilizing Information and Communication Technology (ICT) to enable English as a Second Language (ESL) students to master spelling. As such, online teaching and learning…

Previous studies have been done to research the effects of different electronic feedback (e-feedback) modes of helping English as a foreign language (EFL) students improve their writing. The purpose of this study was to employ online peer feedback (OPF) and automated corrective feedback (ACF) to assess EFL learners' writing performance in the…

This review discusses and compares the findings of 38 peer-reviewed studies on text-based synchronous computer-mediated communication for second or foreign language learning from over the past twelve years. Research themes that emerged include: modality, corrective feedback, noticing, alignment and uptake, as well as task design/conditions and…

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…

This study compares the effect of ZPD feedback with explicit feedback on accuracy in second language (L2) writing. It also examines the effect of focused vs. unfocused ZPD feedback on L2 writing development during teacher-student tutorial sessions. Four participants wrote five persuasive essays and were provided with ZPD or explicit feedback…

This study investigated the relative effectiveness of immediate and delayed corrective feedback on the acquisition of -ing/-ed participial adjectives by Spanish English-as-a-foreign-language learners in video-based computer-mediated communication. Fifty-two participants took part in a communicative task in one of four groups (two experimental and…

The present meta-analysis investigated the effects of recasts along with a number of moderating variables on L2 development by meta-analysing the results of 24 primary studies. The findings revealed an overall medium effect size for the effectiveness of recasts (g = 0.70, 95% CI = 0.48-0.93). Furthermore, the findings indicated that recasts are…