While addressing issues of prejudice and exclusion is crucial for helping adult second language (L2) learners acquire and critique socio-interactional norms of their pluralistic communities, there is still a lack of work examining how teachers can problematize prejudiced talk when it arises in the classroom. Within the detail-oriented frameworks…

An extensive number of corrective feedback (CF) studies have examined learners' errors with grammar, vocabulary, pronunciation, and spelling (non-formulaic forms) and established an association between learners' uptake of CF and their second language development. However, learners' errors with formulaic sequences (FSs) comprising idioms,…

Error correction has been one of the central themes in accounting for potential gains in second language (L2) writing. While a wide range of empirical studies focused on the effects of written corrective feedback (WCF) on learners' writing outcomes, few of them have specifically examined the feedback process, or its potential role as a shaping…

The purpose of the study is to investigate the types of corrective feedback used by a Thai teacher with adult learners of different proficiency levels in speaking classes in order to facilitate students' language development, as it is an aspect language teachers need to be aware of when teaching speaking. Three different levels of speaking classes…

Providing feedback on EFL Learners' speaking errors has been extensively researched, with numerous studies highlighting its benefits (Van Ha, et al., 2021; Hartono, 2022). This study investigates the impact of "pending feedback", a type of feedback where students must independently discover the correct answer. This research emphasizes…

The present research investigates the efficiency of corrective feedback on learners' writing performance through electronic platforms. 94 Omani English as a Foreign Language (EFL) learners were selected based on their assessment results. They were randomly assigned into one experimental group and one control group, including 47 students. Both…

Accurate spelling matters for L2 learners: It facilitates communication, affects other aspects of the writing process, and is an important assessment criterion. However, even in phonologically transparent writing systems like Spanish, L2 learners experience spelling difficulties. Nonetheless, explicit spelling instruction appears to be neglected…

Within the context of second language (L2) writing, learner engagement with feedback has elicited significant theoretical and empirical interest (e.g., Zhang & Hyland, 2018; Zheng & Yu, 2018). Research has highlighted the dynamic nature of learner engagement with written corrective feedback (WCF), but the ways in which learner and…

Given the prominence of online teaching over the last few years, mobile instant messaging (MIM) has grown in importance for students studying English outside of class. Applications like WhatsApp have the potential to provide language learners the opportunity to practise communicative strategies while receiving feedback from a teacher. To explore…

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…

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…

In second language teaching and learning, making errors is inevitable as language learning requires a lot of cognitive effort and concentration on the part of learners. Understanding the types and frequencies of student errors is, therefore, an important issue for ESL and EFL teachers to determine how students can be helped to improve their skills…

This research compares how second language learners process two types of written feedback: reformulation and direct correction. On a two-stage composition-and-comparison task, 22 adult learners of English as a second language taking an academic writing course at a large midwestern U.S. university participated in a repeated-measures study in which…

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;…

Drawing on videotaped recordings from an Adult ESL class, this conversation-analytic paper examines how an experienced teacher responds to learner-initiated tellings of personal experiences while addressing the institutional goals of the language classroom. Specifically, I show three practices which enable the teacher to address institutional…