Corrective feedback preferences and learner repair among advanced ESL students

TL;DR: The authors investigated the concept of corrective feedback in second language learning as a learning resource, recasting it as feedback-seeking behavior and found that learners make calculated decisions regarding whether to seek feedback, by what method, and from what source, based on their own perceptions of the costs and values associated with different feedbackseeking strategies, which are, in turn, largely predicted by the learners.

TL;DR: This article investigated Vietnamese EFL teachers' beliefs and practices regarding oral corrective feedback, exploring and seeking to explain some of the relationships between beliefs and classroom practices, and found that the relationship between belief and classroom p

TL;DR: This paper investigated the impact of a professional development (PD) program enabling teachers to explore and reflect on their beliefs about oral corrective feedback (CF) and examined whether, how and to what extent those beliefs were influenced by a contextually feasible teacher PD program.

TL;DR: This article examined the relationship between teachers' and students' beliefs about oral corrective feedback and found that both teachers and students highly valued the efficacy of feedback and were positive about explicit feedback types such as explicit corrections and metalinguistic feedback.

TL;DR: The role of form-focused tasks in promoting the second language acquisition of children in grade 2 was discussed in this article, where the importance of timing in focus on form was highlighted.

TL;DR: In this article, the authors present a study of corrective feedback and learner uptake in four immersion classrooms at the primary level and find an overwhelming tendency for teachers to use recasts in spite of the latter's ineffectiveness at eliciting student-generated repair.

TL;DR: The authors examined the effects of negotiated interaction on the production and development of question forms in English as a second language (ESL) and found that interaction with intensive recasts may be more beneficial than interaction alone in facilitating an increase in targeted higher level morphosyntactic forms.

TL;DR: This paper investigated the relationship among error types, feedback types, and immediate learner repair in 4 French immersion classrooms at the elementary level, and found that the negotiation of form proved more effective at leading to immediate repair than did recasts or explicit correction, particularly for lexical and grammatical errors.