This study investigated the effects of different types of corrective feedback (CF) provided during second language (L2) speech perception training. One hundred Korean learners of L2 English, randomly assigned to five groups (n = 20 per group), participated in eight computer-assisted perception training sessions targeting two minimal pairs of…

To what extent do second language (L2) learners benefit from instruction that includes corrective feedback (CF) on L2 speech perception? This article addresses this question by reporting the results of a classroom-based experimental study conducted with 32 young adult Korean learners of English. An instruction-only group and an instruction + CF…

Goo and Mackey (this issue) outline several apparent design flaws in studies that have compared the impact of different types of corrective feedback (CF). Furthermore, they argue that SLA researchers should stop comparing recasts to other types of CF because they are inherently different kinds of phenomena. Our response to their article addresses…

This article recounts three studies that portray an evolution from research examining the effects of researcher-designed instructional interventions to research examining the impact of helping teachers to design their own instructional interventions. Study 1 investigated the effects of an instructional treatment designed by the research team on…

This article reviews research on oral corrective feedback (CF) in second language (L2) classrooms. Various types of oral CF are first identified, and the results of research revealing CF frequency across instructional contexts are presented. Research on CF preferences is then reviewed, revealing a tendency for learners to prefer receiving CF more…

This study compares the frequency and distribution of different types of corrective feedback (CF) (recasts, prompts and explicit correction) and learner uptake in 43 hours of classroom interaction at the 4th-5th grade level across three instructional settings: (1) two content and language integrated learning (CLIL) classrooms in Spain with English…

This quasi-experimental study is aimed at (a) teaching learners how to provide corrective feedback (CF) during peer interaction and (b) assessing the effects of peer interaction and CF on second language (L2) development. Four university-level English classes in Japan participated (N = 167), each assigned to one of four treatment conditions. Of…

Sixty-five Japanese learners of English participated in the current study, which investigated the acquisitional value of form-focused instruction (FFI) with and without corrective feedback (CF) on learners' pronunciation development. All students received a 4-hr FFI treatment designed to encourage them to notice and practice the target feature of…

To investigate the pedagogical effectiveness of oral corrective feedback (CF) on target language development, we conducted a meta-analysis that focused exclusively on 15 classroom-based studies (N = 827). The analysis was designed to investigate whether CF was effective in classroom settings and, if so, whether its effectiveness varied according…

Whereas second language (L2) education research has extensively examined how different types of interactional feedback can be facilitative of L2 development in meaning-oriented classrooms, most of these primary studies have focused on recasts (i.e., teachers' reformulations of students' errors). Some researchers have claimed that recasts serve an…

This study investigated the differential effects of prompts and recasts, in the context of dyadic interaction, on the acquisition of grammatical gender by adult second language learners of French. Participants were 25 undergraduate students enrolled in an intermediate-level French course at an English-speaking university. All students were exposed…

Conducted in English-as-a-foreign-language (EFL) classrooms at the university level in China, this quasi-experimental study compared the effects of three different corrective feedback treatments on 72 Chinese learners' use of regular and irregular English past tense. Three classes were randomly assigned to a prompt group, a recast group, or a…

This paper explores the role of negotiation in teacher-student interaction and argues that the negotiation of meaning, defined as a set of conversational moves which work toward mutual comprehension, is too narrow a construct to fulfil its pedagogical potential in teacher-student interaction in communicative and content-based second language (L2)…

Four teachers and their eight classes of 179 fifth-grade (10-11-year-old) students participated in this quasi-experimental classroom study, which investigated the effects of form-focused instruction (FFI) and corrective feedback on immersion students' ability to accurately assign grammatical gender in French. The FFI treatment, designed to draw…