Last week, I wrote about the ambiguity of research on written corrective feedback (WCF), with some scholars arguing it works…
This article is Part I in a two-part series on error correction. It looks at the lack of evidence that proves written corrective feedback’s effectiveness and why that may be so.
Input and output may play different but equally important roles says meta-analysis
A meta-analysis by Spada and Tomita (2010) shows that explicit grammar instruction may be more effective than implicit grammar instruction.
This Research Bite reports on an experimental approach to teaching phrasal verbs based on cognitive linguistics. Previous research, the experiment, findings, and practical implications are discussed.
Grammar instruction that is enhanced with student-friendly cognitive linguistic (CL) explanations was shown to aid the learning of English conditionals. This article contains supplementary material used in the research in order to provide a practical example of CL-enhanced instruction.
WMC was found to play a role in the success of language learning and that explicit grammar instruction coupled with practice and feedback “levels the field” for both low- and high- WMC learners.