L2 written corrective feedback has been investigated from different perspectives in SLA research (e.g. Ahmadian & Tajabadi, 2015; Bitchener & Knoch, 2010; Ferris, 2006). Taking the cognitive and sociocultural paradigms into account, the aims of the current study are twofold: Firstly, it attempts to find if corrective feedback is effective in improving the linguistic accuracy of L2 learners' ten...

This study compared the effects of teacher-provided direct and indirect written corrective feedback and manipulation of resource-directing dimensions of task cognitive complexity along +/- Here and Now condition on the grammatical accuracy of Iranian intermediate EFL learners’ narrative writing tasks. There were 45 participants in the study who were randomly assigned to three experimental group...

recent interaction studies havefocused on the relationship between interactional feedback and l2 development.despite the large body of knowledge in this regard, few studies have examinedlearners’ preferences for interactional feedback. besides, different findingshave been reported concerning learners’ preferences for feedback and none hasexamined the factors accounting for the variation in the ...

A three-month longitudinal case study is reported of a L2 learner's response to corrective feedback. While the major bulk of evidence indicates that correction on the whole has positive effects on the particular learner's learning, there is also evidence contradicting the popular assumption that feedback is always semantically transparent with respect to the learning problem. Confronted with co...

To clarify the role of visual feedback in the generation of corrective movements after inaccurate primary saccades, we used a visually-triggered saccade task in which we varied how long the target was visible. The target was on for only 100ms (OFF100ms), on until the start of the primary saccade (OFFonset) or on for 2s (ON). We found that the tolerance for the post-saccadic error was small (-2%...

Almost in every stage of their language learning process, the learners have motivation for what they do and receive a negative or positive feedback for it. The current study was after finding the would-be effect of motivation on 58 elementary EFL learners’ pronunciation gains successive to teacher and peer oral corrective feedback. To this aim, two intact groups at elementary level of proficien...