This classroom study investigated the effectiveness of form-focused instruction and peer feedback training to improve grammatical accuracy and thereby maximize learning opportunities during peer interaction. Eighty-seven third-semester learners of German were assigned to a PI group (peer interaction only), an FFI group (peer interaction and…

This study investigated the relative effectiveness of immediate and delayed corrective feedback on the acquisition of -ing/-ed participial adjectives by Spanish English-as-a-foreign-language learners in video-based computer-mediated communication. Fifty-two participants took part in a communicative task in one of four groups (two experimental and…

Recently, there has been a shift in the perception of tasks. Tasks are no longer viewed as 'one-off' activities, and the importance of studying the role of task repetition has been increasingly addressed (Bygate, 2018). However, the way task repetition effects are mediated by other instructional conditions such as corrective feedback has not been…

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,…

The present study examines the effects of pre-task explicit instruction on second language (L2) oral self-repair behaviour while controlling for the effects of working memory. The participants were 121 Iranian learners of English at incipient levels of language proficiency. Their working memory was measured using an operation span task and then…

Although several researchers have demonstrated that foreign language (FL) learning experience has a limited effect on the short-term development of second language (L2) fluency, recent studies have suggested that learners can gain long-term (over one year) benefits from FL learning experiences. As a part of the present study, 50 Japanese…

Second language (L2) writing research has demonstrated that young learners discuss linguistic issues, make use of feedback, and show a generally positive disposition toward writing tasks. However, many issues deserve further investigation. Regarding task implementation, few studies have been conducted with young learners writing individually, and…

This study investigated the intensity and efficacy of automated corrective feedback (CF) in a tutorial CALL (computer-assisted language learning) environment during form-focused drills as compared with those of instructor CF on free writing in the classroom. The English simple past tense, a previously learned target structure, was selected as the…

Inspired by Vygotsky's sociocultural theory and Storch's framework of peer interaction, this study investigated the nature and outcome of peer interaction in EFL (English as a foreign language) learners' peer review and revision activities. During two 16-week semesters, 32 lower-intermediate learners participated in an Advanced Writing university…

This study proposed a three-step writing conference in which foreign/second language (L2) students, under the guidance of their writing instructor, first fastened their attentional focus on a form-related error, analysed a collection of standard L2 samples to deduce the underlying knowledge, and then planned for their error correction as well as…

Task modality (oral vs. writing) has been found to affect the production, nature and resolution of the language-related episodes (LREs) produced by adult learners in collaborative interaction, a finding also attested in very recent and still limited research with young learners, a population that deserves greater attention in the literature.…

It is commonly agreed that learner target language output and spoken interaction are essential to communicative language learning. This video-based classroom observation study of five lower secondary schools in Norway investigated how second language (L2) English and third language (L3) French teachers responded to their students when they spoke…

The use of concurrent data elicitation procedures (e.g. think-alouds, eye-tracking, response time) to investigate learners' cognitive processing and processes is becoming more prominent in research designs as researchers seek to acquire a better understanding of how second language (L2) learners process L2 data (e.g. Martin et al., 2019; Rogers,…

The present study examines how learners' language mindsets (beliefs about the malleability of language intelligence) and achievement goals predict learners' preferences for different types of corrective feedback (CF). Questionnaire data were collected from 537 learners of Spanish as a foreign language at two North-American universities. Factor…

This study explored second language (L2) competence in discontinuous discursive formulaic sequences, namely Chinese correlative connectives (CCCs; e.g. yinwei . . . suy 'because . . . so'), in relation to the determinants of formulaic sequence acquisition by scrutinizing L2 Chinese learners' performance on two controlled tasks. Mixed-effects…