Skip to main content Accessibility help

We use cookies to distinguish you from other users and to provide you with a better experience on our websites. Close this message to accept cookies or find out how to manage your cookie settings.

Close cookie message
×
Hostname: page-component-76fb5796d-zzh7m Total loading time: 0 Render date: 2024-04-25T20:41:29.900Z Has data issue: false hasContentIssue false

Part VII - Learners’ and Teachers’ Feedback Perspectives, Perceptions, and Preferences

Published online by Cambridge University Press:  26 February 2021

Edited by
Hossein Nassaji  and
Eva Kartchava
Hossein Nassaji
Affiliation:
University of Victoria, British Columbia
Eva Kartchava
Affiliation:
Carleton University, Ottawa
Get access

Summary

A summary is not available for this content so a preview has been provided. Please use the Get access link above for information on how to access this content.
Image of the first page of this content. For PDF version, please use the ‘Save PDF’ preceeding this image.'
Type
Chapter
Information
The Cambridge Handbook of Corrective Feedback in Second Language Learning and Teaching , pp. 559 - 642
Publisher: Cambridge University Press
Print publication year: 2021

Access options

Get access to the full version of this content by using one of the access options below. (Log in options will check for institutional or personal access. Content may require purchase if you do not have access.)

References

References

Agudo, J. D. D. M. (2014). Beliefs in learning to teach: EFL student teachers’ beliefs about corrective feedback. Utrecht Studies in Language and Communication, (27), 209.Google Scholar
Akiyama, Y. (2017). Learner beliefs and corrective feedback in telecollaboration: A longitudinal investigation. System, 64, 58–73.CrossRefGoogle Scholar
Alshahrani, A. & Storch, N. (2014). Investigating teachers’ written corrective feedback practices in a Saudi EFL context. Australian Review of Applied Linguistics, 37(2), 101–122.Google Scholar
Amrhein, H. R. & Nassaji, H. (2010). Written corrective feedback: What do students and teachers think is right and why? Canadian Journal of Applied Linguistics/Revue Canadienne de Linguistique Appliquee, 13(2), 95–127.Google Scholar
Basturkmen, H., Loewen, S. & Ellis, R. (2004). Teachers’ stated beliefs about incidental focus on form and their classroom practices. Applied Linguistics, 25(2), 243–272.Google Scholar
Bell, T. R. (2005). Behaviors and attitudes of effective foreign language teachers: Results of a questionnaire study. Foreign Language Annals, 38(2), 259–270.Google Scholar
Bitchener, J. & Storch, N. (2016). Written corrective feedback for L2 development. Bristol: Multilingual Matters.Google Scholar
Borg, S. (2006). The distinctive characteristics of foreign language teachers. Language Teaching Research, 10(1), 3–31.Google Scholar
Borg, S. (2011). The impact of in-service teacher education on language teachers’ beliefs. System, 39(3), 370–380.CrossRefGoogle Scholar
Brown, A. V. (2009). Students’ and teachers’ perceptions of effective foreign language teaching: A comparison of ideals. Modern Language Journal, 93(1), 46–60.Google Scholar
Brown, D. (2016). The type and linguistic foci of oral corrective feedback in the L2 classroom: A meta-analysis. Language Teaching Research, 20(4), 436–458.Google Scholar
Busch, D. (2010). Pre-service teacher beliefs about language learning: The second language acquisition course as an agent for change. Language Teaching Research, 14(3), 318–337.Google Scholar
Cathcart, R. L. & Olsen, J. E. W. B. (1976). Teachers’ and students’ preferences for correction of classroom conversation errors. In Fanselow, J. F. & Crymes, R. (eds.), On TESOL 76 (pp. 41–53). Washington, DC: TESOL.Google Scholar
Dilāns, G. (2016). Corrective feedback in L2 Latvian classrooms: Teacher perceptions versus the observed actualities of practice. Language Teaching Research, 20(4), 479–497.Google Scholar
Dong, Z. (2012). Beliefs and practices: A case study on oral corrective feedback in the teaching Chinese as a foreign language (TCFL) classroom. MA thesis, Arizona State University.Google Scholar
Ellis, R. (2008). Learner beliefs and language learning. Asian EFL Journal, 10(4), 7–25.Google Scholar
Ferris, D. R. (2014). Responding to student writing: Teachers’ philosophies and practices. Assessing Writing, 19, 6–23.Google Scholar
Grami, M. (2005). The effect of teachers’ written feedback on ESL students’ perception: A study in a Saudi ESL university-level context. Annual Review of Education, Communication and Language Sciences, 1–12.Google Scholar
Han, Y. (2017). Mediating and being mediated: Learner beliefs and learner engagement with written corrective feedback. System, 69, 133–142.Google Scholar
Han, Y. & Hyland, F. (2015). Exploring learner engagement with written corrective feedback in a Chinese tertiary EFL classroom. Journal of Second Language Writing, 30, 31–44.Google Scholar
Junqueira, L. & Kim, Y. (2013). Exploring the relationship between training, beliefs, and teachers’ corrective feedback practices: A case study of a novice and an experienced ESL teacher. Canadian Modern Language Review, 69(2), 181–206.Google Scholar
Junqueira, L. & Payant, C. (2015). “I just want to do it right, but it’s so hard”: A novice teacher’s written feedback beliefs and practices. Journal of Second Language Writing, 27, 19–36.Google Scholar
Kamiya, N. (2016). The relationship between stated beliefs and classroom practices of oral corrective feedback. Innovation in Language Learning and Teaching, 10(3), 206–219.Google Scholar
Kamiya, N. & Loewen, S. (2014). The influence of academic articles on an ESL teacher’s stated beliefs. Innovation in Language Learning and Teaching, 8(3), 205–218.Google Scholar
Kang, E. & Han, Z. (2015). The efficacy of written corrective feedback in improving L2 written accuracy: A meta-analysis. Modern Language Journal, 99(1), 1–18.Google Scholar
Kartchava, E. & Ammar, A. (2013). Learner beliefs as mediator of what is noticed and learned in language classrooms. TESOL Quarterly, 48(1), 86–109.Google Scholar
Kennedy, M. (1997). The connection between research and practice. Educational Researcher, 26, 4–12.CrossRefGoogle Scholar
Larsen-Freeman, D. (2011). Complex dynamic systems: A new transdisciplinary theme for applied linguistics? Language Teaching, 45, 202–214.Google Scholar
Lee, E. J. E. (2013). Corrective feedback preferences and learner repair among advanced ESL students. System, 41(2), 217–230.Google Scholar
Lee, I. (2004). Error correction in L2 secondary writing classrooms: The case of Hong Kong. Journal of Second Language Writing, 13, 285–312.Google Scholar
Lee, I. (2008). Ten mismatches between teachers’ beliefs and written feedback practice. ELT Journal, 63(1), 13–22.CrossRefGoogle Scholar
Leki, I. (2006). “You cannot ignore”: Graduate L2 students’ experience of and response to written feedback practices within their disciplines. In Hyland, K. & Hyland, F. (eds.), Feedback in ESL writing: Contexts and issues (pp. 266–285). Cambridge: Cambridge University Press.Google Scholar
Leontjev, D. (2016). Exploring and reshaping learners’ beliefs about the usefulness of corrective feedback: A sociocultural perspective. International Journal of Applied Linguistics, 167(1), 46–77.Google Scholar
Li, S. (2010). The effectiveness of corrective feedback in SLA: A meta-analysis. Language Learning, 60(2), 309–365.CrossRefGoogle Scholar
Li, S. (2017). Teacher and learner beliefs about corrective feedback. In Nassaji, H. & Kartchava, E. (eds.), Corrective feedback in second language teaching and learning: Research, theory, applications, implications (pp. 143–157). New York: Routledge.Google Scholar
Loewen, S., Li, S., Fei, F., Thompson, A., Nakatsukasa, K., Ahn, S. & Chen, X. (2009). Second language learners’ beliefs about grammar instruction and error correction. Modern Language Journal, 93(1), 91–104.Google Scholar
Lyster, R. & Ranta, L. (1997). Corrective feedback and learner uptake: Negotiation of form in communicative classrooms. Studies in Second Language Acquisition, 19(1), 37–66.CrossRefGoogle Scholar
Lyster, R. & Saito, K. (2010). Oral feedback in classroom SLA: A meta-analysis. Studies in Second Language Acquisition, 32(2), 265–302.Google Scholar
Mackey, A. & Philp, J. (1998). Conversational interaction and second language development: Recast, responses, and red herrings? Modern Language Journal, 82, 338–356.Google Scholar
Min, H. T. (2013). A case study of an EFL writing teacher’s belief and practice about written feedback. System, 41(3), 625–638.CrossRefGoogle Scholar
Montgomery, J. L. & Baker, W. (2007). Teacher-written feedback: Student perceptions, teacher self-assessment, and actual teacher performance. Journal of Second Language Writing, 16(2), 82–99.CrossRefGoogle Scholar
Mori, R. (2011). Teacher cognition in corrective feedback in Japan. System, 39(4), 451–467.Google Scholar
Nassaji, H. (2011). Immediate learner repair and its relationship with learning targeted forms in dyadic interaction. System, 39, 17–29.CrossRefGoogle Scholar
Oladejo, J. A. (1993). Error correction in ESL: Learner’s preferences. TESL Canada Journal, 10(2), 71–89.CrossRefGoogle Scholar
Oskoz, A. & Liskin-Gasparro, J. (2001). Corrective feedback, learner uptake, and teacher beliefs: A pilot study. In Oskoz, A. & Liskin-Gasparro, J. (eds.), The past, present, and future of second language research (pp. 209–228). Somerville, MA: Cascadilla Press.Google Scholar
Ozmen, K. S. & Aydın, H. Ü. (2015). Examining student teachers’ beliefs about oral corrective feedback: Insights from a teacher education program in Turkey. Australian Journal of Teacher Education, 40(12), 141–164.Google Scholar
Phipps, S. & Borg, S. (2009). Exploring tensions between teachers’ grammar teaching beliefs and practices. System, 37(3), 380–390.CrossRefGoogle Scholar
Rahimi, M. & Zhang, L. J. (2015). Exploring non-native English-speaking teachers’ cognitions about corrective feedback in teaching English oral communication. System, 55, 111–122.Google Scholar
Rassaei, E. (2015). The effects of foreign language anxiety on EFL learners’ perceptions of oral corrective feedback. Innovation in Language Learning and Teaching, 9(2), 87–101.Google Scholar
Roothooft, H. (2014). The relationship between adult EFL teachers’ oral feedback practices and their beliefs. System, 46, 65–79.Google Scholar
Russell, J. & Spada, N. (2006). The effectiveness of corrective feedback for the acquisition of L2 grammar: A meta-analysis of the research. In Norris, J. & Ortega, L. (eds.). Synthesizing research on language learning and teaching (pp.133–164). Amsterdam: John Benjamins.Google Scholar
Schulz, R. A. (1996). Focus on form in the foreign language classroom: Students’ and teachers’ views on error correction and the role of grammar. Foreign Language Annals, 29(3), 343–364.Google Scholar
Schulz, R. A. (2001). Cultural differences in student and teacher perceptions concerning the role of grammar instruction and corrective feedback: USA-Colombia. Modern Language Journal, 85(2), 244–258.Google Scholar
Sheen, Y. (2007). The effects of corrective feedback, language aptitude, and learner attitudes on the acquisition of English articles. In Mackey, A. (ed.), Conversational interaction in second language acquisition: A collection of empirical studies (pp. 301–322). Oxford: Oxford University Press.Google Scholar
Storch, N. & Wigglesworth, G. (2010). Learners’ processing, uptake, and retention of corrective feedback on writing: Case studies. Studies in Second Language Acquisition, 32(2), 303–334.CrossRefGoogle Scholar
Truscott, J. (1996). The case against grammar correction in L2 writing classes. Language learning, 46(2), 327–369.Google Scholar
Vásquez, C. & Harvey, J. (2010). Raising teachers’ awareness about corrective feedback through research replication. Language Teaching Research, 14(4), 421–443.Google Scholar
Yang, J. (2016). Learners’ oral corrective feedback preferences in relation to their cultural background, proficiency level and types of error. System, 61, 75–86.Google Scholar
Zhang, L. J. & Rahimi, M. (2014). EFL learners’ anxiety level and their beliefs about corrective feedback in oral communication classes. System, 42, 429–439.Google Scholar

References

Baker, N. L. (2014). “Get it off my stack”: Teachers’ tools for grading papers. Assessing Writing, 19, 36–50.Google Scholar
Barbalet, J. (2002). Emotions and sociology. Oxford: Blackwell.Google Scholar
Benesch, S. (2012). Considering emotions in critical English language teaching: Theories and praxis. New York; London: Routledge.Google Scholar
Bitchener, J. (2017). Why some L2 learners fail to benefit from written corrective feedback. In Nassaji, H. & Karchava, E. (eds.), Corrective feedback in second language teaching and learning (pp. 129–140). New York: Routledge.Google Scholar
Bitchener, J. & Ferris, D. (2012). Written corrective feedback in second language acquisition and writing. New York: Routledge.Google Scholar
Bitchener, J. & Storch, N. (2016). Written corrective feedback for L2 development. Bristol: Multilingual Matters.Google Scholar
Ellis, R. (2010). Cognitive, social, and psychological dimensions of corrective feedback. In Batstone, R. (ed.), Sociocognitive Perspectives on Language Use and Language Learning (pp. 151–165). Oxford: Oxford University Press.Google Scholar
Ellis, R. (2017). Oral corrective feedback in L2 classrooms: What we know so far. In Nassaji, H. & Kartchava, E. (eds.), Corrective feedback in second language teaching and learning (pp. 3–18). New York: Routledge.Google Scholar
Engeström, Y. (1987). Learning by expanding: An activity-theoretical approach to developmental research. Helsinki: Orienta-Konsultit Oy.Google Scholar
Engeström, Y. (2001). Expansive learning at work: Toward an activity theoretical reconceptualization. Journal of Education and Work, 14, 133–156.Google Scholar
Goldstein, L. (2006). Feedback and revision in second language writing: Contextual, teacher, and student variables. In Hyland, K. & Hyland, F. (eds.), Feedback in second language writing: Contexts and issues (pp. 185–205). Cambridge: Cambridge University Press.Google Scholar
Han, Y. & Hyland, F. (2015). Exploring learner engagement with written corrective feedback in a Chinese tertiary EFL classroom. Journal of Second Language Writing, 30, 31–44.Google Scholar
Hedgcock, J. & Lefkowitz, N. (1994). Feedback on feedback: Assessing learner receptivity in second language writing. Journal of Second Language Writing, 3, 141–163.CrossRefGoogle Scholar
Hyland, F. (1998). The impact of teacher written feedback on individual writers. Journal of Second Language Writing, 7(3), 255–286.CrossRefGoogle Scholar
Hyland, F. (2003). Focusing on form: Student engagement with teacher feedback. System, 31(2), 217–230.Google Scholar
Hyland, F. (2010). Future directions in feedback on second language writing: Overview and research agenda. International Journal of English Studies, 10(2), 171–182.Google Scholar
Hyland, F. (2011). The language learning potential of form-focused feedback on writing: Students’ and teachers’ perceptions. In Manchón, R. (ed.), Learning-to-write and writing-to-learn in an additional language (pp. 159–180). Amsterdam; Philadelphia: John Benjamins.Google Scholar
Hyland, K. & Hyland, F. (2006). Contexts and issues in feedback on L2 writing: An introduction. In Hyland, K. & Hyland, F. (eds.), Feedback in ESL writing: Contexts and issues (pp. 1–20). Cambridge: Cambridge University Press.Google Scholar
Imai, Y. (2010). Emotions in SLA: New insights from collaborative learning for an EFL classroom. Modern Language Journal, 94(2), 278–292.Google Scholar
Kaptelinin, V. (2005). The object of activity: Making sense of the sense-maker. Mind, Culture and Activity, 12(1), 4–18.Google Scholar
Kormos, J. (2012). The role of individual differences in L2 writing. Journal of Second Language Writing, 21(4), 390–403.Google Scholar
Lantolf, J. P. & Pavlenko, A. (2001). (S)econd (L)anguage (A)ctivity theory: Understanding second language learners as people. In Breen, M. (ed.), Learner contributions to language learning (pp.141–158). London: Longman.Google Scholar
Lee, G. & Schallert, D. (2008). Meeting in the margins: Effects of the teacher–student relationship on revision processes of EFL college students taking a composition course. Journal of Second Language Writing, 17(3), 165–182.Google Scholar
Lee, I. (2007). Preparing pre-service English teachers for reflective practice. ELT Journal, 61(4), 321–329.Google Scholar
Lee, I. (2008a). Understanding teachers’ written feedback practices in Hong Kong secondary classrooms. Journal of Second Language Writing, 17(2), 69–85.CrossRefGoogle Scholar
Lee, I. (2008b). Student reactions to teacher feedback in two Hong Kong secondary classrooms. Journal of Second Language Writing, 17(3), 144–164.Google Scholar
Lee, I. (2014). Revisiting teacher feedback in EFL writing from sociocultural perspectives. TESOL Quarterly, 48(1), 201–2013.Google Scholar
Leki, I. (1991). The preferences of ESL students for error correction in college-level writing classes. Foreign Language Annals, 24(3), 203–218.Google Scholar
Leont’ev, A. N. (1978). Activity, consciousness, and personality. Englewood Cliffs, NJ: Prentice Hall.Google Scholar
Leont’ev, A. N. (1981). The problem of activity in psychology. In Wertsch, J. V. (ed.), The concept of activity in Soviet Psychology (pp. 37–71). Armonk, NY: Sharpe.Google Scholar
Liu, Q. & Brown, D. (2015). Methodological synthesis of research on the effectiveness of corrective feedback in L2 writing. Journal of Second Language Writing, 30, 66–81.Google Scholar
Mahfoodh., O. H. A. (2017). “I feel disappointed”: EFL university students’ emotional responses towards teacher written feedback. Assessing Writing, 31, 53–72.Google Scholar
Mahfoodh, O. H. A. & Pandian, A. (2011). A qualitative case study of EFL students’ affective reactions to and perceptions of their teachers’ written feedback. English Language Teaching, 4(3), 14–27.Google Scholar
Polio, C. (2012). The relevance of second language acquisition theory to the written error correction controversy. Journal of Second Language Writing, 21(4), 375–389.Google Scholar
Storch, N. (2018). Written corrective feedback from sociocultural theoretical perspectives: A research agenda. Language Teaching, 51(2), 262–277.Google Scholar
Storch, N. & Aldossary, M. (2019). Peer feedback: An activity theory perspective on givers’ and receivers’ stances. In Sato, M. & Loewen, S. (eds.), Evidence-based second language pedagogy: A collection of instructed second language acquisition studies (pp. 123–144). New York: Routledge.Google Scholar
Storch, N. & Wigglesworth, G. (2010a). Learners’ processing, uptake and retention of corrective feedback on writing: Case studies. Studies in Second Language Acquisition, 32(3), 303–334.Google Scholar
Storch, N. & Wigglesworth, G. (2010b). Students’ engagement with feedback on writing: the role of learner agency/beliefs. In Batstone, R (ed.), Sociocognitive perspectives on language use and language learning (pp. 166–185). Oxford: Oxford University Press.Google Scholar
Swain, M. (2013). The inseparability of cognition and emotion in second language learning. Language Teaching, 46(2), 195–207.Google Scholar
Swain, M. & Lapkin, S. (2002). Talking it through: Two French immersion learners’ response to reformulation. International Journal of Educational Research, 37(3–4), 285–304.Google Scholar
Värlander, S. (2008). The role of students’ emotions in formal feedback situations. Teaching in Higher Education, 13(2), 145–156.CrossRefGoogle Scholar
Vygotsky, L. S. (1978). Mind and society: The development of higher psychological processes. Cambridge, MA: Harvard University Press.Google Scholar
Zhao, H. (2010). Investigating learners’ use and understanding of peer and teacher feedback on writing: A comparative study in a Chinese English writing classroom. Assessing Writing, 15(1), 3–17.Google Scholar
Zhu, W. & Mitchell, D. (2012). Participation in peer response as activity: An examination of peer response stances from an activity theory perspective. TESOL Quarterly, 46(2), 362–386.Google Scholar

References

Ammar, A. (2008). Prompts and recasts: Differential effects on second language morphosyntax. Language Teaching Research, 12, 183–210.Google Scholar
Ammar, A. & Spada, N. (2006). One size fits all?: Recasts, prompts, and L2 learning. Studies in Second Language Acquisition, 28(4), 543–574.Google Scholar
Amrhein, H. R. & Nassaji, H. (2010). Written corrective feedback: What do students and teachers prefer and why? Canadian Journal of Applied Linguistics, 13(2), 95–127.Google Scholar
Arnett, K. & Turnbull, M. (2008). Teacher beliefs in second and foreign language teaching: A state-of-the-art review. In Sisken, H. J. (ed.), From thought to action: Exploring beliefs and outcomes in the foreign language program (pp. 9–29). Boston, MA: Thomson Heinle.Google Scholar
Basturkmen, H. (2012). Review of research into the correspondence between language teachers’ stated beliefs and practices. System, 40(2), 282–295.Google Scholar
Bell, T. (2005). Behaviours and attitudes of effective foreign language teachers: Results of a questionnaire study. Foreign Language Annals, 38(2), 259–270.Google Scholar
Borg, S. (2003). Teacher cognition in language teaching: A review of research on what language teachers think, know, believe, and do. Language Teaching, 36(2), 81–109.Google Scholar
Borg, S. (2006). Teacher cognition and language education: Research and practice. London: Continuum.Google Scholar
Borg, S. (2011). The impact of in-service teacher education on language teachers’ beliefs. System, 39(3), 370–380.CrossRefGoogle Scholar
Bouffard, L. A. & Sarkar, M. (2008). Training 8-year-old French immersion students in metalinguistic analysis: An innovation in form-focused pedagogy. Language Awareness, 17(1), 3–24.Google Scholar
Breen, M. P. (2001). Learner contributions to language learning: New directions in research. Harlow: Pearson Education Limited.Google Scholar
Brown, A. V. (2009). Students’ and teachers’ perceptions of effective foreign language teaching: A comparison of ideals. Modern Language Journal, 93(1), 46–60.Google Scholar
Brown, D. (2016). The type and linguistic foci of oral corrective feedback in the L2 classroom: A meta-analysis. Language Teaching Research, 20(4), 436–458.Google Scholar
Busch, D. (2010). Pre-service teacher beliefs and language learning: The second language acquisition as an agent for change. Language Teaching Research, 14(3), 318–337.Google Scholar
Cathcart, R. & Olsen, J. (1976). Teachers’ and students’ preferences for correction of classroom conversation errors. In Fanselow, J. & Crymes, R. (eds.), On TESOL’ 76 (pp. 41–53). Washington, DC: TESOL.Google Scholar
Clark, G. & Peterson, P. L. (1986). Teachers thought processes. In Wittrock, C. M. (ed.), Handbook on Research on Teaching (pp. 255–296). New York: Macmillan.Google Scholar
DeKeyser, R. M. (1998). Beyond focus on form: Cognitive perspectives on learning and practicing second language grammar. In Doughty, C. & Williams, J. (eds.), Focus on form in classroom second language acquisition (pp. 42–63). New York: Cambridge University Press.Google Scholar
DeKeyser, R. M. (2007). Introduction: Situating the concept of practice. In DeKeyser, R. M. (ed.), Practice in second language: Perspectives from applied linguistics and cognitive psychology (pp. 1–18). Cambridge: Cambridge University Press.Google Scholar
Dilāns, G. (2016). Corrective feedback in L2 Latvian classrooms: Teacher perceptions versus the observed actualities of practice. Language Teaching Research, 20(4), 479–497.Google Scholar
Egi, T. (2007). Recasts, learners’ interpretations, and L2 development. In Mackey, A. (ed.), Conversational interaction in second language acquisition: A collection of empirical studies (pp. 249–267). Oxford: Oxford University Press.Google Scholar
Ellis, R. (2017). Oral corrective feedback in L2 classrooms: What we know so far. In Nassaji, H. & Kartchava, E. (eds.), Corrective feedback in second language teaching and learning: research, theory, applications, implications (pp. 3–18). New York: Routledge.Google Scholar
Ellis, R., Basturkmen, H. & Loewen, S. (2001). Learner uptake in communicative ESL lessons. Language Learning, 51(2), 281–318.Google Scholar
Ellis, R., Loewen, S. & Erlam, R. (2006). Implicit and explicit corrective feedback and the acquisition of L2 grammar. Studies in Second Language Acquisition, 28(2), 339–368.Google Scholar
Ericsson, K. A. (1996). The acquisition of expert performance: An introduction to some of the issues. In Ericsson, K. A. (ed.), The road to excellence: The acquisition of expert performance in the arts and sciences, sports, and games (pp. 1–50). Mahwah, NJ: Lawrence Erlbaum.Google Scholar
Ericsson, K. A. (2004). Deliberate practice and the acquisition and maintenance of expert performance in medicine and related domains. Academic Medicine, 79(10), S70–S81.Google Scholar
Ericsson, K. A. (2006a). An introduction to the Cambridge handbook of expertise and expert performance: Its development, organization, and content. In Ericsson, K. A., Charness, N. & Feltovich, P. J. (eds.), Cambridge handbook of expertise and expert performance (pp. 3–19). Cambridge: Cambridge University Press.Google Scholar
Ericsson, K. A. (2006b). The influence of experience and deliberate practice on the development of superior expert performance. In Ericsson, K. A., Charness, N. & Feltovich, P. J. (eds.), Cambridge handbook of expertise and expert performance (pp. 683–703). Cambridge: Cambridge University Press.Google Scholar
Freeman, D. (2002). The hidden side of the work: Teacher knowledge and learning to teach. Language Teaching, 35(1), 1–13.Google Scholar
Fujii, A., Ziegler, N. & Mackey, A. (2016). Peer interaction and metacognitive instruction in the EFL classroom. In Sato, M. & Ballinger, S. (eds.), Peer interaction and second language learning: Pedagogical potential and research agenda (pp. 63–89). Amsterdam: John Benjamins.Google Scholar
Han, Z. & Nassaji, H. (2019). Introduction: A snapshot of thirty-five years of instructed second language acquisition. Language Teaching Research, 23(4), 393–402. DOI: 10.1177/1362168818776992.Google Scholar
Hattie, J. & Timperley, H. (2007). The power of feedback. Review of Educational Research, 77(1), 81–112.Google Scholar
Horwitz, E. K. (1985). Using student beliefs about language learning and teaching in the foreign language methods course. Foreign Language Annals, 18(4), 333–340.Google Scholar
Horwitz, E. K. (1988). The beliefs about language learning of beginning university foreign language students. Modern Language Journal, 72(3), 283–294.CrossRefGoogle Scholar
Horwitz, E. K. (1990). Attending to the affective domain in the foreign language classroom. In Magnan, S. (ed.), Shifting the instructional focus to the learner (pp. 15–33). Middlebury, VT: Northeast Conference on the Teaching of Foreign Languages.Google Scholar
Horwitz, E. K. (1999). Cultural and situational influences on foreign language learners’ beliefs about language learning: a review of BALLI studies. System, 27(4), 557–576.Google Scholar
Jean, G. & Simard., D. (2011). Grammar learning in English and French L2: Students’ and teachers’ beliefs and perceptions. Foreign Language Annals, 44(4), 465–492.Google Scholar
Johnson, K. E. & Golombek, P. R. (2002). Inquiry into practice: Teachers’ personal and professional growth. In Johnson, K. E. & Golombek, P. R. (eds.), Teachers’ narrative inquiry as professional development (pp. 1–14). Cambridge: Cambridge University Press.Google Scholar
Junqueira, L. & Kim, Y. (2013). Exploring the relationship between training, beliefs, and teachers’ corrective feedback practices: A case study of a novice and an experienced ESL teacher. Canadian Modern Language Review, 69(2), 181–206.Google Scholar
Kamiya, N. (2014). The relationship between stated beliefs and classroom practices of oral corrective feedback. Innovation in Language Learning and Teaching, 10(3), 206–219.Google Scholar
Kamiya, N. (2016). What effect does reading academic articles on oral corrective feedback have on ESL teachers? TESOL Journal, 7, 328–349.Google Scholar
Kamiya, N. & Loewen, S. (2014). The influence of academic articles on an ESL teacher’s stated beliefs. Innovation in Language Learning and Teaching, 8(3), 205–218.Google Scholar
Kang, E. Y., Sok, S. & Han, Z. (2019). Thirty-five years of ISLA on form-focused instruction: A meta-analysis. Language Teaching Research, 23(4), 428–453. DOI:10.1177/1362168818776671.Google Scholar
Karim, K. & Nassaji, H. (2015). ESL students’ perceptions towards written corrective feedback: What type of feedback do they prefer and why? The European Journal of Applied Linguistics and TEFL, 4(1), 5–26.Google Scholar
Kartchava, E. (2016). Learner beliefs about corrective feedback in the language classroom: Perspectives from two international contexts. TESL Canada Journal, 33(2), 19–45.Google Scholar
Kartchava, E. (2019). Training learners to notice corrective feedback. In Noticing oral corrective feedback in the second language classroom: Background and evidence (pp. 81–115). Lanham, MD: Lexington Books.Google Scholar
Kartchava, E., & Ammar, A. (2014a). The noticeability and effectiveness of corrective feedback in relation to target type. Language Teaching Research, 18(4), 428–452.Google Scholar
Kartchava, E., & Ammar, A. (2014b). Learners’ beliefs as mediators of what is noticed and learned in the language classroom. TESOL Quarterly, 48(1), 86–109.Google Scholar
Kartchava, E., Gatbonton, E., Ammar, A. & Trofimovich, P. (2020). Corrective feedback: Novice ESL teachers’ beliefs and practices. Language Teaching Research, 24(2), 220–249. DOI: 10.1177/1362168818787546.Google Scholar
Larson-Freeman, D. (2003). Teaching language: From grammar to grammaring. Boston: Heinle.Google Scholar
Lasagabaster, D. & Sierra, J. M. (2005). Error correction: Students` versus teachers’ perceptions. Language Awareness, 14(2–3), 112–127.Google Scholar
Lee, E. J. E. (2013). Corrective feedback preferences and learner repair among advanced ESL students. System, 41(2), 217–230.Google Scholar
Leeman, J. (2007). Feedback in L2 learning: Responding to errors during practice. In DeKeyser, R. M. (ed.), Practice in second language: Perspectives from applied linguistics and cognitive psychology (pp. 111–137). Cambridge: Cambridge University Press.Google Scholar
Li, S. (2010). The effectiveness of corrective feedback in SLA: A meta-analysis. Language Learning, 60(2), 309–365.Google Scholar
Li, S. (2017). Student and teacher beliefs and attitudes about oral corrective feedback. In Nassaji, H. & Kartchava, E. (eds.), Corrective feedback in second language teaching and learning: Research, theory, applications, implications (pp. 143–157). New York: Routledge.Google Scholar
Lyster, R. (2004). Differential effects of prompts and recasts in form-focused instruction. Studies in Second Language Acquisition, 26(3), 399–432.Google Scholar
Lyster, R. & Mori, H. (2006). Interactional feedback and instructional counterbalance. Studies in Second Language Acquisition, 28(2), 269–300.Google Scholar
Lyster, R. & Ranta, L. (1997). Corrective feedback and learner uptake: Negotiation of form in communicative classrooms. Studies in Second Language Acquisition, 19(1), 37–66.Google Scholar
Lyster, R. & Saito, K. (2010). Oral feedback in classroom SLA. Studies in Second Language Acquisition, 32(2), 265–302.Google Scholar
Lyster, R., Saito, K. & Sato, M. (2013) Oral corrective feedback in second language classrooms. Language Teaching, 46(1), 1–40.Google Scholar
Mackey, A. (2006). Feedback, noticing and instructed second language learning. Applied Linguistics, 27(3), 405–430.Google Scholar
Mackey, A., Gass, S. M. & McDonough, K. (2000). How do learners perceive implicit negative feedback? Studies in Second Language Acquisition, 22(4), 471–497.Google Scholar
Mackey, A. & Goo, J. (2007). Interaction research in SLA: A meta-analysis and research synthesis. In Mackey, A. (ed.), Conversational interaction in second language acquisition: A collection of empirical studies (pp. 407–452). Oxford: Oxford University Press.Google Scholar
Mackey, A. & Philp, J. (1998). Conversational interaction and second language development: Recasts, responses, and red herrings? Modern Language Journal, 82(3), 338–356.Google Scholar
Mackey, A., Polio, C. & McDonough, K. (2004). The relationship between experience, education and teachers’ use of incidental focus-on-form techniques. Language Teaching Research, 8(3), 301–327.Google Scholar
Mori, Y. (1999). Epistemological beliefs and language learning beliefs: What do language learners believe about their learning? Language Learning, 49(3), 377–415.Google Scholar
Nassaji, H. (2011). Immediate learner repair and its relationship with learning targeted forms. System, 39, 17–29.Google Scholar
Nassaji, H. (2012). The relationship between SLA research and language pedagogy: Teachers’ perspectives. Language Teaching Research, 16(3), 337–365.Google Scholar
Nassaji, H. (2015). Interactional feedback dimension in instructed second language learning. London: Bloomsbury Publishing.Google Scholar
Nassaji, H. (2016). Anniversary article: Interactional feedback in second language teaching and learning: A synthesis and analysis of current research. Language Teaching Research, 20(4), 535–562.Google Scholar
Nassaji, H., & Kartchava, E. (eds.). (2017a). Corrective feedback in second language teaching and learning: Research, theory, applications, implications. New York: Routledge.Google Scholar
Nassaji, H., & Kartchava, E. (2017b). Conclusion, reflections, and final remarks. In Nassaji, H. & Kartchava, E. (eds.), Corrective feedback in second language teaching and learning: Research, theory, applications, implications (pp. 174–182). New York: Routledge.Google Scholar
Nunan, D. (1989). Hidden agendas: The role of the learner in programme implementation. In Johnson, R. (ed.), The second language curriculum (pp. 176–186). Cambridge: Cambridge University Press.Google Scholar
Oladejo, J. (1993). Error correction in ESL: Learners’ preferences. TESL Canada Journal, 10(2), 71–89.Google Scholar
Peacock, M. (2001). Pre-service ESL teachers’ beliefs about second language learning: A longitudinal study. System, 29(2), 177–195.Google Scholar
Rahimi, M. & Zhang, L. (2015). Exploring non-native English-speaking teachers’ cognitions about corrective feedback in teaching English oral communication. System, 55, 111–122.Google Scholar
Rankin, J. & Becker, F. (2006). Does reading the research make a difference? A case study of teacher growth in FL German. Modern Language Journal, 90(3), 353–372.Google Scholar
Ranta, L. & Lyster, R. (2007). A cognitive approach to improving immersion students’ oral language abilities: The Awareness-Practice-Feedback sequence. In DeKeyser, R. M. (ed.), Practice in a second language: Perspectives from applied linguistics and cognitive psychology (pp. 141–160). Cambridge: Cambridge University Press.CrossRefGoogle Scholar
Robinson, P. (2007). Aptitudes, abilities, contexts, and practice. In DeKeyser, R. M. (ed.), Practice in second language: Perspectives from applied linguistics and cognitive psychology (pp. 256–286). Cambridge: Cambridge University Press.Google Scholar
Roothooft, H. (2014). The relationship between adult EFL teachers’ oral feedback practices and their beliefs. System, 46(1), 65–79.Google Scholar
Russell, J. & Spada, N. (2006). The effectiveness of corrective feedback for second language acquisition: A meta-analysis of the research. In Norris, J. & Ortega, L. (eds.), Synthesizing research on language learning and teaching (pp. 131–164). Amsterdam: Benjamins.Google Scholar
Sagarra, N. & Abbuhl, R. (2013). Optimizing the noticing of recasts via computer-delivered feedback: Evidence that oral input enhancement and working memory help second language learning. Modern Language Journal, 97(1), 196–216.Google Scholar
Sato, M. (2013). Beliefs about peer interaction and peer corrective feedback: Efficacy of classroom interaction. Modern Language Journal, 97(3), 611–633.Google Scholar
Sato, M. (2017). Oral peer corrective feedback: Multiple theoretical perspectives. In Nassaji, H. & Kartchava, E. (eds.), Corrective feedback in second language teaching and learning: Research, theory, applications, implications (pp. 19–34). New York: Routledge.Google Scholar
Sato, M. & Ballinger, S. (2012). Raising language awareness in peer interaction: A cross-context, cross-method examination. Language Awareness, 21(1–2), 157–179.Google Scholar
Saito, K. & Lyster, R. (2012). Effects of form-focused instruction and corrective feedback on L2 pronunciation development of /ɹ/ by Japanese learners of English. Language Learning, 62(2), 595–633.Google Scholar
Schmidt, R. (1990). The role of consciousness in second language learning. Applied Linguistics, 11(2), 129–158.Google Scholar
Schmidt, R. (2001). Attention. In Robinson, P. (ed.), Cognition and second language instruction (pp. 3–32). Cambridge: Cambridge University Press.Google Scholar
Schulz, R. A. (1996). Focus on form in the foreign language classroom: students’ and teachers’ views on error correction and the role of grammar. Foreign Language Annals, 29(3), 343–364.Google Scholar
Schulz, R. A. (2001). Cultural differences in student and teacher perceptions concerning the role of grammar instruction and corrective feedback: USA – Columbia. Modern Language Journal, 85(2), 244–258.Google Scholar
Sepehrinia, S. & Mehdizadeh, M. (2018). Oral corrective feedback: Teachers’ concerns and researchers’ orientation. Language Learning Journal, 46(4), 483–500.Google Scholar
Sheen, Y. (2004). Corrective feedback and learner uptake in communicative classrooms across instructional settings. Language Teaching Research, 8(3), 263–300.Google Scholar
Sheen, Y. (2007). The effects of corrective feedback, language aptitude, and learner attitudes on the acquisition of English articles. In Mackey, A. (ed.), Conversational interaction in second language acquisition: A collection of empirical studies (pp. 301–322). Oxford: Oxford University Press.Google Scholar
Tanaka, K. (2004). Changes in Japanese students’ beliefs about language learning and English language proficiency in a study-abroad context. Unpublished doctoral dissertation, University of Auckland, New Zealand.Google Scholar
Tigchelaar, M. & Polio, C. (2017). Language-focused peer corrective feedback in second language writing. In Nassaji, H. & Kartchava, E. (eds.), Corrective feedback in second language teaching and learning: Research, theory, applications, implications (pp. 97–113). New York: Routledge.Google Scholar
Tsui, A. B. M. (2005). Expertise in teaching: Perspectives and issues. In Johnson, K. (ed.), Expertise in second language learning and teaching (pp. 167–189). New York: Palgrave Macmillan.Google Scholar
Vásquez, C. & Harvey, J. (2010). Raising teachers’ awareness about corrective feedback through research replication. Language Teaching Research, 14(4), 421–443.Google Scholar
Yoshida, R. (2008). Teachers’ choice and learners’ preference for corrective-feedback types. Language Awareness, 17(1), 78–93.Google Scholar

References

Ammar, A. (2008). Prompts and recasts: Differential effects on second language morphosyntax. Language Teaching Research, 12(2), 183–210.Google Scholar
Baralt, M., Gurzynski-Weiss, L. & Kim, Y. (2016). Engagement with the language: How examining learners’ affective and social engagement explains successful learner-generated attention to form. In Sato, M. & Bellinger, S. (eds.), Peer interaction and second language learning: Pedagogical potentials and research agenda (pp. 209–239). Amsterdam: John Benjamins.Google Scholar
Blake, R. J. (2005). Bimodal CMC: The glue of language learning at a distance. CALICO Journal, 22(3), 497–511.Google Scholar
Braidi, S. M. (2002). Reexamining the role of recasts in native-speaker/nonnative-speaker interactions. Language Learning, 52(1), 1–42.Google Scholar
Brown, A. V. (2009). Students’ and teachers’ perceptions of effective foreign language teaching: A comparison of ideals. Modern Language Journal, 93(1), 46–60.Google Scholar
Brown, D. (2016). The type and linguistic foci of oral corrective feedback in the L2 classroom: A meta-analysis. Language Teaching Research, 20(4), 436–458.Google Scholar
Doughty, C. (1994). Fine-tuning of feedback by competent speakers to language learners. In Alatis, J. (ed.), Georgetown University Round Table (GURT) 1993 (pp. 96–108). Washington, DC: Georgetown University Press.Google Scholar
Egi, T. (2007). Recasts, learners’ interpretations, and L2 development. In Mackey, A. (ed.), Conversational interaction in second language acquisition (pp. 249–267). Oxford: Oxford University Press.Google Scholar
Egi, T. (2010). Uptake, modified output, and learner perceptions of recasts: Learner responses as language awareness. Modern Language Journal, 94(1), 1–21.Google Scholar
Ellis, R. & Sheen, Y. (2006). Reexamining the role of recasts in second language acquisition. Studies in Second Language Acquisition, 28(4), 575–600.Google Scholar
Frederickson, B. L. (2001). The role of positive emotions in positive psychology: The broaden-and-build positive emotions. American Psychologist, 56(3), 218–226.Google Scholar
Frederickson, B. L. & Branigan, C. (2005). Positive emotions broaden the scope of attention and thought-action repertoires. Cognition and Emotion, 19(3), 313–332.Google Scholar
Frederickson, B. L. & Joiner, T. (2002). Positive emotions trigger upward spirals toward emotional well-being. Psychological Science, 13(2), 172–175.Google Scholar
Fu, T. & Nassaji, H. (2016). Corrective feedback, learner uptake, and feedback perception in a Chinese as a foreign language classroom. Studies in Second Language Acquisition, 6(1), 159–181.Google Scholar
Gardner, R. C., Tremblay, P. F. & Masgoret, A.-M. (1997). Towards a full model of second language learning: An empirical investigation. Modern Language Journal, 81(3), 344–362.Google Scholar
Gurzynski-Weiss, L. & Baralt, M. (2014a). Exploring learner perception and use of task-based interactional feedback in FTF and CMC modes. Studies in Second Language Acquisition, 36(1), 1–37.Google Scholar
Gurzynski-Weiss, L. & Baralt, M. (2014b). Does type of modified output correspond to learner noticing of feedback? A closer look in face-to-face and computer-mediated task-based interaction. Applied Psycholinguistics, 36, 1393–1420.Google Scholar
Han, Z. (2001). Fine-tuning corrective feedback. Foreign Language Annals, 34(6), 582–599.Google Scholar
Heift, T. (2004). Corrective feedback and learner uptake in CALL. ReCALL, 16(2), 416–431.Google Scholar
Heift, T. & Rimrott, A. (2008). Learner responses to corrective feedback for spelling errors in CALL. System, 36(2), 196–213.Google Scholar
Hewitt, E. & Stephenson, J. (2011). Foreign language anxiety and oral exam performance: A replication of Phillips’s MLJ study. Modern Language Journal, 1–20.Google Scholar
Horwitz, E. K., Horwitz, M. B. & Cope, J. (1986). Foreign language classroom anxiety. Modern Language Journal, 70(2), 125–132.Google Scholar
Kim, J. H. & Han, Z. (2007). Recasts in communicative EFL classes: Do teacher intent and learner interpretation overlap? In Mackey, A. (ed.), Conversational interaction in second language acquisition (pp. 269–297). Oxford: Oxford University Press.Google Scholar
Lai, C. & Zhao, Y. (2006). Noticing and text-based chat. Language Learning and Technology, 10(3), 102–120.Google Scholar
Leeman, J. (2003). Recasts and second language development, beyond negative evidence. Studies in Second Language Acquisition, 25(1), 37–63.Google Scholar
Lin, Y. H. & Hedgcock, J. (1996). Negative feedback incorporation among high-proficiency and low-proficiency Chinese-speaking learners of Spanish. Language Learning, 46(4), 567–611.Google Scholar
Loewen, S. (2004). Uptake in incidental focus on form in meaning-focused ESL lessons. Language Learning, 54(1), 153–188.Google Scholar
Loewen, S. & Erlam, R. (2006). Corrective feedback in the chatroom: An experimental study. Computer Assisted Language Learning, 19(1), 1–14.Google Scholar
Loewen, S. & Philp, J. (2006). Recasts in the adult English L2 classroom: characteristics, explicitness, and effectiveness. Modern Language Journal, 90(4), 536–556.Google Scholar
Long, M. H. (1996). The role of the linguistic environment in second language acquisition. In Ritchie, W. C. & Bhatia, T. K. (eds.), Handbook of second language acquisition (pp. 413–468). San Diego: Academic Press.Google Scholar
Lyster, R. (1998). Recasts, repetition, and ambiguity in L2 classroom discourse. Studies in Second Language Acquisition, 20(1), 51–81.Google Scholar
Lyster, R. (2004). Differential effects of prompts and recasts in form-focused instruction. Studies of Second Language Acquisition, 26, 399–432.Google Scholar
Lyster, R. & Mori, H. (2006). Interactional feedback and instructional counterbalance. Studies in Second Language Acquisition, 28(2), 269–300.Google Scholar
Lyster, R. & Ranta, L. (1997). Corrective feedback and learner uptake, negotiation of form in communicative classrooms. Studies in Second Language Acquisition, 19(1), 36–66.Google Scholar
Lyster, R., Saito, K. & Sato, M. (2013). Oral corrective feedback iin second language classrooms. Language Teaching, 46(1), 1–40.Google Scholar
MacIntyre, P. D. & Legatto, J. J. (2010). A dynamic system approach to willingness to communicate: Developing an idiodynamic method to capture rapidly changing affect. Applied Linguistics, 32(2), 149–171.Google Scholar
Mackey, A. (2006). Feedback, noticing and instructed second language learning. Applied Linguistics, 27(3), 405–430.Google Scholar
Mackey, A., Al-Khalil, M., Atanassova, G., Hama, M., Logan-Terry, A. & Nakatsukasa, K. (2007). Teachers’ intentions and learners’ perceptions about corrective feedback in the L2 classroom. Innovation in Language Learning and Teaching, 1(1), 129–152.Google Scholar
Mackey, A., Gass, S. & McDonough, K. (2000). How do learners perceive interactional feedback? Studies in Second Language Acquisition, 22(4), 471–497.Google Scholar
Mackey, A., Oliver, R. & Leeman, J. (2003). Interactional input and the incorporation of feedback: An exploration of NS-NNS and NNS-NNS adult and child dyads. Language Learning, 53(1), 35–66.Google Scholar
Mackey, A. & Philp, J. (1998). Conversational interaction and second language development: Recasts, responses, and red herrings? Modern Language Journal, 82(3), 338–356.Google Scholar
Mackey, A., Philp, J., Egi, T., Fujii, A. & Tatsumi, T. (2002). Individual differences in working memory, noticing of interactional feedback and L2 development. In Robinson, P. (ed.), Individual differences and instructed language learning. (pp. 181–209). Amsterdam: John Benjamins.Google Scholar
McDonough, K. (2007). Conversational interaction in second language acquisition. In Mackey, A. (ed.), Conversational interaction in second language acquisition (pp. 323–338). Oxford: Oxford University Press.Google Scholar
Moroishi, M. (2002). Recasts, noticing and error types: Japanese learners’ perception of corrective feedback. Daini Gengo to shite no Nihongo no Shuutoku Kenkyuu (Acquisition of Japanese as a Second Language), 5, 24–41.Google Scholar
Nabei, T. & Swain, M. (2002). Learner awareness of recasts in classroom interaction: A case study of an adult EFL student’s second language learning. Language Awareness, 11(1), 43–62.Google Scholar
Nassaji, H. (2009). Effects of recasts and elicitations in dyadic interaction and the role of feedback explicitness. Language Learning, 59(2), 411–452.Google Scholar
Nassaji, H. (2016). Interactional feedback in second language teachig and learning: A synthesis and analysis of current research. Language Teaching Research, 20(4), 535–562.Google Scholar
Nicholas, H., Lightbown, P. M. & Spada, N. (2001). Recasts as feedback to language learners. Language Learning, 51(4), 719–758.Google Scholar
O’Rourke, B. (2005). Form-focused interaction in online tandem learning. CALICO Journal, 22(3), 433–466.Google Scholar
Ohta, A. S. (2001). Second language acquisition process in the classroom: Learning Japanese. Mahwah, NJ: Lawrence Erlbaum.Google Scholar
Oliver, R. (2002). The patterns of negotiation for meaning in child interactions.Modern Language Journal, 86(1), 97–111.Google Scholar
Panova, I. & Lyster, R. (2002). Patterns of corrective feedback and uptake in an adult ESL classroom. TESOL Quarterly, 36(4), 573–595.Google Scholar
Pellettieri, J. (2000). Negotiation in cyberspace: The role of chatting in the development of grammatical competence. In Warshauer, M. & Kern, R. (eds.), Network-based language teaching: Concepts and practice (pp. 59–86). Cambridge: Cambridge University Press.Google Scholar
Philp, J. (2003). Constraints on noticing the gap, nonnative speakers’ noticing of recasts in NS–NNS interaction. Studies in Second Language Acquisition, 25(1), 99–126.Google Scholar
Ranta, L. & Lyster, R. (2007). A cognitive approach to improving immersion students’ oral language abilities: The awareness-practice-feedback sequence. In Dekeyser, R. M. (ed.), Practice in a second language: Perspectives from applied linguistics and cognitive psychology (pp. 141–160). Cambridge: Cambridge University Press.Google Scholar
Roberts, M. A. (1995). Awareness and the efficacy of error correction. In Schmidt, R. (ed.), Attention and awareness in foreign language learning (pp. 163–182). Manoa: Second Language Teaching & Curriculum Center, University of Hawaii.Google Scholar
Rookers, P. & Wilson, J. (2000). Perception: Theory, development and organisation. London: Routledge.Google Scholar
Rosa, E. & O’Neil, M. D. (1999). Explicitness, intake, and the issue of awareness: Another piece to the puzzle. Studies in Second Language Acquisition, 21(4), 511–556.Google Scholar
Sato, M. (2016). Interaction mindsets, interactional behaviors, and L2 development: An affective-social-cognitive model. Language Learning, 67(2), 249–283.Google Scholar
Sato, M. & Ballinger, S. (2012). Raising language awareness in peer interaction: A cross-context, cross-methodology examination. Language Awareness, 21(1–2), 157–179.Google Scholar
Sato, M. & Lyster, R. (2007). Modified output of Japanese EFL learners: Variable effects of interlocutor versus feedback types. In Mackey, A. (ed.), Conversational interaction in second language acquisition (pp. 123–142). Oxford: Oxford University Press.Google Scholar
Sato, M. & Lyster, R. (2012). Peer interaction and corrective feedback for accuracy and fluency development. Studies in Second Language Acquisition, 34, 591–626.Google Scholar
Schmidt, R. (1990). The role of consciousness in second language learning. Applied Linguistics, 11(2), 129–158.Google Scholar
Schmidt, R. (1995). Consciousness and foreign language learning: A tutorial on the role of attention and awareness in learning. In Schmidt, R. (ed.), Attention and awareness in foreign language learning (pp. 1–64). Manoa: Second Language Teaching & Curriculum Center, University of Hawaii.Google Scholar
Schmidt, R. (2010). Attention, awareness, and individual differences in language learning. In Chan, W. M., Chi, S., Cin, K. N., Istanto, J., Nagami, M., Sew, J. W., Suthiwan, T. & Walker, I. (eds.), Proceedings of CLaSIC 2010, Singapore, December 204 (pp. 721–737). Singapore: National University of Singapore, Centre for Language Studies.Google Scholar
Schulz, R. A. (1996). Focus on form in the foreign language classroom: Students’ and teachers’ views on error correction and the role of grammar. Foreign Language Annals, 29(3), 343–364.Google Scholar
Schulz, R. A. (2001). Cultural differences in student and teacher perceptions concerning the role of grammar instruction and corrective feedback: USA-Colombia. Modern Language Journal, 85(2), 244–258.Google Scholar
Sheen, Y. (2008). Recasts, language anxiety, modified output, and L2 learning. Language Learning, 58(4), 835–874.Google Scholar
Sheen, Y. (2011). Corrective feedback, individual differences and second language learning. Dordecht: Springer.Google Scholar
Shehadeh, A. (2001). Self- and other-initiated modified output during task-based interaction. TESOL Quarterly, 35(3), 433–457.Google Scholar
Shintani, N. (2015). The effects of computer-mediated synchronous and asynchronous direct corrective feedback on writing: A case study. Computer Assisted Language Learning, 29(3), 517–538.Google Scholar
Smith, B. (2004). Computer-mediated negotiated interaction and lexical acquisition. Studies in Second Language Acquisition, 26(3), 365–398.Google Scholar
Smith, B. (2009). The relationship between scrolling, negotiation, and self-initiated self-repair in an SCMC environment. CALICO Journal, 26(2), 231–245.Google Scholar
Smith, B. & Gorsuch, G. J. (2004). Synchronous computer mediated communication captured by usability lab technologies: New interpretations. System, 32, 553–575.Google Scholar
Smith, B. & Renaud, C. (2013). Using eye tracking as a measure of foreign language learners’ noticing of recasts during computer-mediated writing conferences. In McDonough, K. & Mackey, A. (eds.), Second language interaction in diverse educational contexts (pp. 147–166). Amsterdam: John Benjamins.Google Scholar
Sotillo, S. (2005). Corrective feedback via instant messenger learning activities in NS–NNS dyads. CALICO Journal, 22(3), 467–496.Google Scholar
Sotillo, S.(2009). Learner noticing, negative feedback, and uptake in synchronous computer-mediated environments. In Abraham, L. B. & Williams, L. (eds.), Electronic discourse in language learning and language teaching (pp. 87–110). Amsterdam: John Benjamins.Google Scholar
Storch, N. (2001). How collaborative is pair work? ESL tertiary students composing in pairs. Language Teaching Research, 5(1), 29–53.Google Scholar
Storch, N. (2002). Patterns of interaction in ESL pair work. Language Learning, 52(1), 119–158.Google Scholar
Tomlin, R. & Villa, V. (1994). Attention in cognitive science and SLA. Studies in Second Language Acquisition, 16(4), 183–204.Google Scholar
Trofimovich, P., Ammar, A. & Gatbonton, E. (2007). How effective are recasts? The role of attention, memory, and analytical ability. In Mackey, A. (ed.), Conversational Interaction in Second Language Acquisition (pp. 171–195). Oxford: Oxford University Press.Google Scholar
Truscott, J. (1998). Noticing in second language acquisition: A critical review. Second Language Research, 14(2), 103–135.Google Scholar
Yoshida, R. (2008). Teachers’ choice and learners’ preference of corrective-feedback types. Language Awareness, 17(1), 78–93.Google Scholar
Yoshida, R. (2009). Learners in Japanese language classrooms: Overt and covert participation. London: Continuum.Google Scholar
Yoshida, R. (2010). How do teachers and learners perceive corrective feedback in the Japanese language classroom? Modern Language Journal, 94(2), 293–314.Google Scholar
Yuksel, D. & Inan, B. (2014). The effects of communication mode on negotiation of meaning and its noticing. ReCALL, 26(3), 333–354.Google Scholar

Save book to Kindle

To save this book to your Kindle, first ensure coreplatform@cambridge.org is added to your Approved Personal Document E-mail List under your Personal Document Settings on the Manage Your Content and Devices page of your Amazon account. Then enter the ‘name’ part of your Kindle email address below. Find out more about saving to your Kindle.

Note you can select to save to either the @free.kindle.com or @kindle.com variations. ‘@free.kindle.com’ emails are free but can only be saved to your device when it is connected to wi-fi. ‘@kindle.com’ emails can be delivered even when you are not connected to wi-fi, but note that service fees apply.

Find out more about the Kindle Personal Document Service.

Available formats
×

Save book to Dropbox

To save content items to your account, please confirm that you agree to abide by our usage policies. If this is the first time you use this feature, you will be asked to authorise Cambridge Core to connect with your account. Find out more about saving content to Dropbox.

Available formats
×

Save book to Google Drive

To save content items to your account, please confirm that you agree to abide by our usage policies. If this is the first time you use this feature, you will be asked to authorise Cambridge Core to connect with your account. Find out more about saving content to Google Drive.

Available formats
×