- Can a ‘pedagogical’ spellchecker improve spelling accuracy in L2 Spanish?
-
...feedback from
the PSC; another received feedback from Microsoft Word spellchecker; the third received no feedback.
Pre- and post-test data showed that the PSC group progressed significantly more in ...
by Miguel Blazquez-Carretero, Robert Woore
in Volume 25 Number 2, June 2021
- Review of advanced L2 pronunciation tool: BoldVoice
-
...feedback, the user can click directly on a word,
which supplies a breakdown of phoneme-level feedback. As illustrated in Figure 2 on the right,
phoneme-level feedback provides comments such as "nice...
by Mohamed Almahdi, Bryan Smith
in Volume 29 Number 1, 2025
- Review of Criterion for English Language Learning
-
...feedback analysis on grammar.
Figure 4. Trait feedback analysis on style and detailed feedback.
Criterion as a Testing Tool
In order to evaluate Criterion as a testing tool, it is crucial to unde...
by Hyojung Lim, Jimin Kahng
in Volume 16 Number 2, June 2012 Special Issue on Hegemonies in CALL
- What does AI bring to second language writing? A systematic review (2014-2024)
-
...feedback, and
student engagement (see Figures 6 and 7). The recurring keyword of teacher feedback can be attributed to
the frequent comparison of human feedback and AI feedback in research designs. ...
by Haiying Feng, Kexin Li, Lawrence Jun Zhang
in Volume 29 Number 1, 2025
- Type and amount of input-based practice in CALI: The revelations of a triangulated research design
-
...feedback, and
in three of the four (75%) studies that found no differences between right/wrong feedback and feedback
with grammatical explanations.
Despite this preference for input-based tasks, ve...
by Luis Cerezo
in Volume 20 Number 1, February 2016
- The interplay between metalanguage, feedback, and meaning negotiation in oral interaction
-
...feedback, meaning negotiation, modified output,
and repairs.
Keywords: Interactional Feedback, Meaning Negotiation, Language Related Episodes,
Metalanguage
Language(s) Learned in This Study: Engl...
by Laia Canals
in Volume 26 Number 1, 2022
- Beyond the curriculum: Extended discourse practice through self-access pragmatics simulations
-
...feedback. In four studies, explicit
feedback groups (operationalized as those receiving metalinguistic feedback, explicit corrections, or
both) outperformed implicit feedback groups (typically recei...
by Tetyana Sydorenko, Zachary Jones, Phoebe Daurio, Steven Thorne
in Volume 24 Number 2, June 2020 Special Issue: Technology-enhanced L2 Instructional Pragmatics
- Promoting grammatical development through multimodal digital recasts in video-conferencing tasks
-
...feedback. Compared to oral feedback, written CF offers visual salience, re-
readability, and longer processing time (e.g., Smith, 2004; Smith & Sauro, 2009). Meanwhile, unlike
written feedback, oral ...
by Yeonwoo Jung, Andrea Révész
in Volume 28 Number 1, 2024
- “A better me”: Using acoustically modified learner voices as models
-
...feedback session started, again relatively flat. The orange and green lines correspond to the
renditions after the auditory-only and auditory-visual feedback, respectively. After audio feedback, the ...
by Alice J. Henderson, Radek Skarnitzl
in Volume 26 Number 1, 2022
- Automated written corrective feedback: Error-correction performance and timing of delivery
-
...feedback:
Error-correction performance and timing of delivery
Jim Ranalli, Iowa State University
Taichi Yamashita, University of Toledo
Abstract
To the extent automated written corrective feedba...
by Jim Ranalli, Taichi Yamashita
in Volume 26 Number 1, 2022
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