Effect of Language Learning Strategies and Teacher versus Peer Feedback on Reducing Lexical Errors of University Learners

This study examined the effects of language learning strategies (LLS) and coded corrective feedback on reducing four types lexical errors made by two student groups, one receiving teacher (TCF) other peer (PCF). Participants (n=34) were divided into groups; group (n=17) received TCF second PCF. Both groups trained in applying LLS to revise, response their respective feedback, they had three practice essays. The used Sequential Explanatory strategy Mixed Methods’ Design Strategies compare groups’ error performance immediate delayed post-tests. Findings showed that participants PCF significantly outperformed counterparts reduced overall at post-test (week 16). Also, ‘unnecessary’ ‘redundant’ word post-test, though not significantly. Analysis students’ reflections, written after training, revealed students depended gut feeling prior experience revise errors; restructured sentences when could correct considered collocation difficult correct. Pedagogical implications include adopting specific methods vocabulary teaching meaningful feedback. .