For corrective feedback (CF) to contribute to second language (L2) development, some cognitive processes need to be completed. Learners need to notice and comprehend the CF, reflect on and deeply process it, and finally integrate it into their interlanguage (Gass, 1997). Written languaging (WL), which requires learners to explicitly explain to…

A substantial part of interlanguage pragmatics (ILP) research has contrasted explicit and implicit teaching designs, generally finding that explicit approaches--those featuring metapragmatic rule provision--are more effective than their implicit counterparts, which are characterized by the absence of metapragmatic information. A second dichotomy…