This research aims to assess the efficacy of electronic feedback (e-feedback) and traditional oral on undergraduate students’ English writing over 12 weeks teaching. Three treatment groups were involved: Asynchronous written e-feedback through Microsoft Word Track Changes; teacher–student metalinguistic conferencing; no control group. Two grammatical features (i.e., conjunctions articles), most...

This study investigated specific patterns of a reactive approach to form-focused instruction: namely, corrective feedback and its relationship to error types and immediate learner repair. The database is drawn from transcripts of audio recordings made in four French immersion classrooms at the elementary level, totaling 18.3 hours and including 921 error sequences. The 921 learner errors were c...

This paper aimed at examining the Iranian EFL teachers and learners’ preferences for two types of direct oral corrective feedback, including explicit correction and metalinguistic clues, and two types of indirect oral corrective feedback, including recast and repetition. The participants included 39 teachers and 84 EFL learners, selected through purposive sampling. A scenario-based questionnair...

This study investigated the effects of two types of written feedback – direct corrective feedback (DCF) and metalinguistic explanation (ME) - on Iranian EFL learners’ implicit and explicit knowledge of English definite and indefinite articles. Assigned to three groups of DCF, ME, and control groups, the participants took four tests in three testing phases: pretest, posttest, and delayed posttes...

One skill that student teachers need to develop during their academic studies is the capacity to produce accurate and well-organized texts. This study reports on the comparative impact of metalinguistic feedback (MLF), teacher interactive feedback (TIF(, and the peer-feedback (PF) on the accuracy and organization of postgraduate ELT student teachers’ writing. The participants were 57 postgradua...

In his 1967 lecture notes, Christopher Strachey states that macrogenerators are useful as the only alternative to rewriting the compiler when language extensions are needed. He also states, however, that they deal inappropriately with programs as strings of symbols, ignoring their semantic content, and that they lead to inconvenient syntax and often less transparent code. He concludes that a go...

This paper describes and evaluates the Metalinguistic Operation Processor (MOP) system for automatic compilation of metalinguistic information from technical and scientific documents. This system is designed to extract non-standard terminological resources that we have called Metalinguistic Information Databases (or MIDs), in order to help update changing glossaries, knowledge bases and ontolog...

This study investigated the effects of corrective feedback (CF) on the acquisition of English prepositions to find out which one would be more effective for third-grade high school learners in their grammar performance. This study also examined declarative and interrogative recasts to see which one the participants preferred to improve their grammar performance. To this end,75 out of 130 female...