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Download full textZiegler, Nicole; Moranski, Kara; Smith, George; Phung, Huy – TESL Canada Journal, 2020
Multiple theoretical frameworks support the notion of interactional feedback as facilitative of second language (L2) development. However, research demonstrates that learners often avoid providing feedback during peer collaborative work, thus failing to take advantage of key opportunities for language learning and development. Recent studies have…
Descriptors: Metacognition, Training Methods, Workshops, Video Technology
