Discussion of interaction and performance feedback in the language learning process focuses on a study at the Open University of Hong Kong that explored tutor and student perspectives on the feedback in a distance language course. Results showed a need for more training for tutors and students to successfully use feedback. (Author/LRW)

Presents a study of four learners of French as a foreign language at the Open University (United Kingdom) interacting within three task frameworks. Defines a pedagogy prioritizing reflective interaction; investigates whether reflective interaction is more likely to arise from some task types than others; and relates a content analysis of learner…

It is argued that language learning ought to be interactive. The traditional language classroom provides a favourable interactive situation for language learners. By contrast, the distance education mode is limited in some ways regarding language learning. Necessarily, distance education involves, primarily, self-learning. Face-to-face learning…