This study investigated the relationship between learner beliefs about peer feedback and development of second language (L2) pronunciation skills after peer feedback on pronunciation had been used in the classroom. Seventy-four first-year learners of German were assigned to a peer feedback provider group, a peer feedback receiver group, and a…

This study examines the effects of the continuation task and the model-as-feedback writing task (MAFW) on English as a foreign language (EFL) vocabulary learning. Three classes of intermediate-level Chinese EFL learners were randomly assigned to a continuation group, a MAFW group, and a control group. Three aspects of vocabulary knowledge --…

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 article reports on a mixed methods study that examined the effect of reference of comparison (self-referential vs. normative) and regulatory focus (promotion-focused vs. prevention-focused) on willingness to communicate (WTC) among learners of English as a foreign language (EFL). One hundred female English learners were randomly assigned to…

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,…

Willingness to communicate (WTC), which plays a crucial role in second or foreign language learning, has a dynamic and complex nature, fluctuating during communicative events. This study examines how the situational WTC of four Japanese speakers of English as a foreign language (EFL) emerges and fluctuates, focusing on the roles of language…

Whereas scholars have extensively researched the pedagogical potential of 4/3/2 activities (i.e. increasing time pressure in task repetition) for enhancing second language (L2) fluency, its impact on L2 accuracy remains unclear. To help L2 learners improve both fluency and accuracy, the present study examined the effects of adding accuracy…

This study used questionnaires eliciting quantitative and qualitative data to investigate (1) foreign language learners' beliefs about peer feedback on pronunciation before and after a peer feedback intervention and (2) peer feedback providers', peer feedback receivers', and teacher feedback receivers' experiences of the intervention. Participants…

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…

While previous research has investigated teacher oral feedback practices and their influences on student learning, little research has examined how students interpret and engage with teacher feedback, which is critical to the feedback effectiveness and the success of learning and performance. According to Ellis, student engagement is clearly…

The COVID-19 pandemic creates physical barriers and raises issues about online learning and course design. These must be overcome in order to continue teaching three English language support papers in a transnational education programme. This autoethnography explores online communication strategies and their effect on students' learning…

There is growing consensus that the provision of Written Corrective Feedback (WCF) on second language (L2) writing is beneficial for long-term L2 development. Yet, while WCF may help improve linguistic accuracy, there is no evidence that it promotes the development of linguistic complexity. Further, WCF is also often laborious and time-consuming…

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…