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...

An important application of interactive machine learning is extending or amplifying the cognitive and physical capabilities of a human. To accomplish this, machines need to learn about their human users’ intentions and adapt to their preferences. In most current research, a user has conveyed preferences to a machine using explicit corrective or instructive feedback; explicit feedback imposes a ...

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...

Written Corrective Feedback has been one of the most controversial topics (Waller, 2015), and it researched extensively. Still, lack research among Kurdish EFL learners made necessary to conduct current research. This study focuses on investigating learners’ perceptions written corrective feedback its types. It attempts answer what are, types Learners are preferred. Answering these questions is...

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...

The present study aimed to explore whether focused written corrective feedback has any significant effect on improving undergraduate university students’ paragraph writing ability; if so, the study fur- ther sought to demonstrate whether this effect differs within high/low self-regulated learners or not. For the purpose of the study, 60 BA university students wer...