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Direct linkLi, Shaofeng – Language Teaching, 2020
This article calls for replication of two studies (Li, Zhu & Ellis 2016; Arroyo & Yilmaz 2018) that examine the timing of corrective feedback, which refers to whether errors should be corrected during a communicative task (immediate feedback) or after the task is completed (delayed feedback). The article starts with a rationale for…
Descriptors: Feedback (Response), Error Correction, Task Analysis, Instructional Effectiveness
Alipour, Javad; Mohebi, Maryam; Roohani, Ali – Language Teaching, 2023
We report on a conceptual replication of Révész (2012) in order to investigate the idea whether learners provided with recasts do engage in different kinds of behavioral engagement as a function of their working memory and if/how this engagement comes to bear on performance on different measures. Engagement with recasts was measured through a…
Descriptors: Short Term Memory, Second Language Learning, Second Language Instruction, Error Correction
Spada, Nina – Language Teaching, 2022
Task-based language teaching (TBLT) and instructed second language acquisition (ISLA) have much in common in terms of theory, research, and educational relevance. The distinguishing characteristic between the two is that TBLT adopts communicative tasks as the central unit for instruction and assessment, whereas ISLA comprises a broader range of…
Descriptors: Second Language Learning, Second Language Instruction, Task Analysis, Teaching Methods
