This study is a typological description of written formative feedback in an EFL context in Iran. Twenty M.A. students of TEFL participated in the study. They were required to summarize a scholarly article in each session on which the instructor would provide written corrective feedback (CF). Written formative comments were extracted, coded, and categorized into various types, such as asking for...

It is often wrongly assumed that the provision of teacher corrective feedback naturally entails learners' attendance to and application of it, but learners have repeatedly been reported not to pay attention to teacher feedback due to lack of motivation and the distracting effect of the grades they receive. The present study was an attempt to tackle this problem. To do so, the technique named Dr...

Conventional mispronunciation detection systems that have the capability of providing corrective feedback typically require a set of common error patterns that are known beforehand, obtained either by consulting with experts, or from a humanannotated nonnative corpus. In this paper, we propose a mispronunciation detection framework that does not rely on nonnative training data. We first discove...

Three experiments investigated whether linguistic and/or attentional constraints might account for preschoolers' difficulties when learning color terms. Task structure and demands were equated across experiments, and both speed and degree of learning were compared. In Experiment 1, 3-year-olds who were matched on vocabulary score were taught new secondary color terms by corrective, semantic, or...

This study investigated specific patterns of a reactive approach to form-focused instruction: namely, corrective feedback and its relationship to error types and immediate learner repair. The database is drawn from transcripts of audio recordings made in four French immersion classrooms at the elementary level, totaling 18.3 hours and including 921 error sequences. The 921 learner errors were c...

Considering the significance of corrective feedback and its effect on L2 vocabulary building, this study aimed to investigate extent which direct (DCF) metalinguistic (MCF) could contribute use appropriate formal written words among Arabic learners English. A writing test (IELTS Task 2) as a pre post-test was administered gauge participants’ (N= 96) lexical resources. The sample randomly divide...