This study focuses on Saudi teachers’ motivations regarding their choice of oral corrective feedback (OCF) forms, such as recasts, elicitations, and metalinguistic in foreign language (FL) contexts. Many previous studies choices OCF for these choices, have been conducted more communicative contexts where recasts are most commonly used, with the aim keeping communication going. The current study...

In L2 development, the cognitive complexity of tasks plays a crucial role in task performance and language features produced. However, there have only been few studies addressing the impact of task complexity on EFL learners' attention to L2 system and form-focused self-repairs (FFS).This study explores the role of increasing cognitive task complexity in EFL learners' form-focused attention (FF...

This study was conducted to investigate the effect of meaning-focused versus form-focused input-oriented and output-oriented task-based instruction on elementary level Iranian EFL Learners’ vocabulary comprehension and recall. For this purpose, a sample of 120 male students from a private school in Tehran was selected through convenience sampling and based on availability. The participants were...

Feedback generation is an important component of humanhuman communication. Humans can choose to signal support, understanding, agreement or also sceptiscism by means of feedback tokens. Many studies have focused on the timing of feedback behaviours. In the current study, however, we keep the timing constant and instead focus on the lexical form and prosody of feedback tokens as well as their se...

background: the aims of the research that formed the basis of the current study are as follows: determining methods that are used by teachers for giving feedback in clinical settings. determining types of feedback, teachers give to their students in clinical settings. determining barriers of giving feedback and its important teachers’ experience in clinical settings. methods: this applied resea...