In this paper we report on the development of a spoken dialogue system for computer aided language learning (CALL), and explore some of the issues involved in the incorporation of a corrective feedback module. We initially developed a small prototype system, and tested it for usability with visiting students of English as a foreign language. In the light of the positive results we obtained for ...

Corrective feedback has received significant attention in English language teaching, and its role has been highly substantial. Considering the importance of corrective feedback in EFL classes, this study aimed at finding the effects of indirect and gradual CF on Iranian EFL learners' grammatical development and their beliefs toward CF. Twenty EFL learners, meeting the c...

This study explored corrective feedback (CF) types and their relationship to L2 learners’ intelligence types. Participants were 60 intermediate L2 learners aged 18-29 in Isfahan, Iran. Based on their intelligence types as intrapersonal and interpersonal, the participants were divided into 2 groups. McKenzie’s MI Inventory (1999) and a researcher-designed questionnaire on CF types were employed....

Written corrective feedback (WCF) has been given considerable attention in the past few decades English as a Foreign Language (EFL) writing. However, studies have focused on students’ written works and examined how their writing performance change response to teachers’ comments. This paucity of data from actual is problematic. Accordingly, this study scrutinized eight secondary school reading l...

Computer assisted language learning (CALL) systems are used by people to learn a language. CALL systems have provided a number of advantages for language learning such as their ability to provide consistent and flexible corrective feedback during the learning process. This feedback is expressed as information about what is ungrammatical or unacceptable in a target language. This paper presents ...

This investigation examined the mixed effects of visual input enhancement, explicit instruction, pushed output, and corrective feedback on noticing and intake of English conjunctive adverbs. Participants included 83 intermediate EFL students enrolled in a grammar and writing course. They were assigned to a control group (n = 22), explicit instruction + pushed output + explicit corrective feedba...