In this study, an interactive programming learning environment was built with two types of error prompt functions: 1) the key prompt and 2) step-by-step prompt. A quasi-experimental study was conducted for five weeks, in which 75 sixth grade students from disadvantaged learning environments in Taipei, Taiwan, were divided into three groups: 1) the…

Metacognition in L2 listening has garnered attention, but there is limited research on concrete methods to practice it in high school EFL contexts. This study aims to investigate the effectiveness of self-annotation interventions in a high school EFL listening classroom. Through the analysis of pre- and post-listening tests, students' annotations…

This study compared the effects of task repetition only (TR), task repetition with grammatizing (TR+GR), and grammatization with no task repetition (GR) on 94 EFL learners' oral task performances. Participants' productions were measured both in terms of complexity, accuracy, and fluency as well as receptive knowledge (measured by an error…

Young children tend to rely on reactive cognitive control (e.g. strongly slow down after an error), even when task accuracy would benefit from proactive cognitive control (taking a slower task approach up front). We investigated if giving young primary school children opportunities to repeatedly experience tasks where success rates depend on…

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 how the inclusion of model texts as a feedback technique affected students' task motivation and engagement in writing tasks. Adopting a longitudinal design, 60 English as a foreign language (EFL) children (aged 11-12) were divided into three groups: a treatment group, a long-term treatment group, and a control group. The…

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 quasi-experimental study investigated the effect of using model texts as a written corrective feedback (WCF) strategy on second language learners' writing, in both rewritten drafts and new drafts. It further examined learners' perceptions of model-based feedback and how those perceptions affected model effectiveness. Sixty-six English…

Grammar has long been a source of aggravation for anyone learning a second language, not just English language learners, but also non-native English teachers. People can now employ Grammarly to correct their grammar mistakes, owing to the sophistication of modern technology. The debate over whether teachers use Grammarly as part of their…

Providing feedback on EFL Learners' speaking errors has been extensively researched, with numerous studies highlighting its benefits (Van Ha, et al., 2021; Hartono, 2022). This study investigates the impact of "pending feedback", a type of feedback where students must independently discover the correct answer. This research emphasizes…

Second language (L2) writing plays an important role in improving the learners' language skills of English as a Foreign Language (EFL) in terms of language expression and linguistic thinking. Therefore, improving writing skills is still a focus area for EFL learners. To enhance EFL learners' writing ability and optimize their writing quality, an…

Teaching writing is considered a complex skill to learn for EFL learners due to its difficulties. Many students and teachers in foreign countries need help to develop their students' writing skills. Those can be solved by giving a technique that helps students develop ideas to write. One of the techniques is by using direct written corrective…

This study investigated the instructional effects of learner uptake following automatic corrective recast from artificial intelligence (AI) chatbots on the learning of the English caused-motion construction. 69 novice-level EFL learners in a Korean high school were recruited to investigate the instructional effects of corrective recast from AI…

This article reports a quasi-experimental study which compared the effectiveness for multiword item learning of three listening-based activities: dictation, dictogloss, and answering text comprehension questions. In a dictation, students write down segments of text immediately after listening to them, whereas in dictogloss students try to…

In conventional written corrective feedback (WCF) practice, teachers spend an inordinate amount of time identifying every error in student writing. Research evidence suggests that such a comprehensive WCF approach is both undesirable and ineffective. Recent research has shown that focused WCF, where teachers respond to errors selectively, is a…