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Filtering by: Area of research Error correction / Corrective feedback

Which works better? “Present-practice-produce” or “task-based” vocabulary teaching?

Publication	Shintani, N. (2013)
Area of research	Tasks Vocabulary Effectiveness of teaching Acquisition Error correction / Corrective feedback Learning Production
Participant type	Second (additional) language learners Foreign language learners
Age	Young learners

Scrutinizing the effects of the 4/3/2 activity: Roles of repetition, increasing time pressure, accuracy enhancement and cognitive individual differences

Publication	Tran, M., & Saito, K. (2021)
Area of research	Acquisition Learning Grammar Fluency Error correction / Corrective feedback
Participant type	Foreign language learners Second (additional) language learners
Age	Adult learners

Increasing the effectiveness of peer interaction through grammar instruction and peer feedback

Publication	Sippel, L. (2021)
Area of research	Grammar Error correction / Corrective feedback Acquisition Effectiveness of teaching Learning
Participant type	Second (additional) language learners Foreign language learners
Age	Adult learners

The changes in L2 teachers’ views about spoken error correction after participating in a professional development program

Publication	Ha, X.V., & Murray, J.C. (2021)
Area of research	Error correction / Corrective feedback Teacher education
Participant type	Teachers

Non-intentional focus on form and second language learning

Publication	Loewen, S. (2005)
Area of research	Learning Error correction / Corrective feedback Speaking Effectiveness of teaching Implicit learning Vocabulary Production
Participant type	Second (additional) language learners
Age	Adult learners

Anonymous or conference peer feedback: Which one is the best for English as an additional language writing?

Publication	Zaccaron, R., & Xhafaj, D. (2020)
Area of research	Error correction / Corrective feedback Learner attitudes Writing Production Other Peer feedback
Participant type	Second (additional) language learners
Age	Adult learners

The optimal time to provide corrective feedback: Immediate or delayed?

Publication	Li, S., Zhu, Y., & Ellis, R. (2016)
Area of research	Implicit learning Learning Error correction / Corrective feedback Grammar Listening Production Speaking Comprehension
Participant type	Foreign language learners
Age	Adolescent learners
	https://www.iris-database.org/iris/app/home/detail?id=york%3a929448&ref=search

The revision and transfer effects of direct and indirect comprehensive corrective feedback on ESL students’ writing

Publication	Karim, K., & Nassaji, H. (2020)
Area of research	Error correction / Corrective feedback Writing
Participant type	Second (additional) language learners

What do Vietnamese primary EFL teachers think about and actually do with their students’ spoken errors?

Publication	Ha, X.V., & Murray, J. (2020)
Area of research	Pronunciation Speaking Grammar Vocabulary Error correction / Corrective feedback Production
Participant type	Foreign language learners Teachers
Age	Young learners

How the errors we make help us learn a second language

Publication	Bultena, S., Danielmeier, C., Bekkering, H., & Lemhöfer, K. (2020)
Area of research	Error correction / Corrective feedback Cross-linguistic influence Processing Production Other Neuroscience Learning
Participant type	Second (additional) language learners Foreign language learners
Age	Adult learners