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Published online by Cambridge University Press:  03 January 2013

Roy Lyster*
McGill University
Leila Ranta
University of Alberta
*Correspondence concerning this article should be addressed to Roy Lyster, Department of Integrated Studies in Education, McGill University, 3700 McTavish Street, Montreal, QC H3A 1Y2, Canada. E-mail:


Goo and Mackey (this issue) outline several apparent design flaws in studies that have compared the impact of different types of corrective feedback (CF). Furthermore, they argue that SLA researchers should stop comparing recasts to other types of CF because they are inherently different kinds of phenomena. Our response to their article addresses (a) the claim that the recast-learning relationship has been “settled,” (b) the misleading representation of our views on uptake, (c) the characterization of the CF comparison studies as being weak and invalid, and (d) Goo and Mackey’s recommendations concerning the most appropriate approach to investigating the effect of feedback on second language learning.

Copyright © Cambridge University Press 2012 

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