This study addresses the impact of 2 types of written corrective feedback (WCF) on the acquisition of the third person singular -s in English. The study followed a quasi-experimental design: 2 experimental groups and 1 control group that included 57 preservice teachers from a Chilean university. The experimental groups underwent a treatment based on the provision of direct metalinguistic feedba...

This quasi-experimental study set out to examine the effect of peer corrective feedback on feedback givers and receivers in L2 writing. The forms in focus were a/an, the, and the past tense.The study was conducted in an EFL classroom setting with 45 learners of English in three writing classes which served as the feedback givers, receivers, and the control group.  Over four sessions of treatmen...

In this paper we introduce a system for providing automatically generated corrective feedback on pronunciation errors in Dutch, Dutch-CAPT. We describe the architecture of the system paying particular attention to the rationale behind it, to the performance of the error detection algorithm and its relationship to the effectiveness of the corrective feedback provided. It appears that although th...

Typically, multi-agent models for studying the evolution of perceptually grounded lexicons assume that agents perceive the same set of objects, and that there is either joint attention, corrective feedback or cross-situational learning. In this paper we address these two assumptions, by introducing a new multi-agent model for the evolution of perceptually grounded lexicons, where agents do not ...

The authors investigated whether guidance and reflection would facilitate science learning in an interactive multimedia game. College students learned how to design plants to survive in different weather conditions. In Experiment 1, they learned with an agent that either guided them with corrective and explanatory feedback or corrective feedback alone. Some students were asked to reflect by giv...

This quasi-experimental study examines the extent to which research findings from teacher Corrective Feedbacks (CFs) and SLA concerning the efficiency of Focus-on-Form (FoF) pedagogy is transferable to the context of foreign language learning in Iranian schools. To investigate how "grammar instruction with FoF-oriented error treatment" functions as a matrix in which English  learning takes plac...

Learners are often reported not to be motivated enough to attend to teacher feedback. Teachers also  tend  to  grade  learners’  writing  samples  when  providing  them  with  corrective  feedback though  they  know  it  may  divert  their  attention  away  from  teacher  feedback.  However,  not grading learner writings does not seem to be an option due to both learners’ demands for it and ins...

Visually guided movements can be inaccurate, especially if unexpected events occur while the movement is programmed. Often errors of gaze are corrected before external feedback can be processed. Evidence is presented from macaque monkey frontal eye field (FEF), a cortical area that selects visual targets, allocates attention, and programs saccadic eye movements, for a neural mechanism that can ...

The study of individual difference variables in the realm of written feedback is one of the significant lines of research which has been reinvigorated in the last few years. These variables are believed to affect both students’ engagement with feedback and their writing improvement. The present correlational study investi- gated the relationship betw...