Skip to main content Accessibility help
×
Hostname: page-component-586b7cd67f-dsjbd Total loading time: 0 Render date: 2024-11-25T06:27:15.291Z Has data issue: false hasContentIssue false

Part III - Different Delivery Modes of Corrective Feedback

Published online by Cambridge University Press:  26 February 2021

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

Summary

Image of the first page of this content. For PDF version, please use the ‘Save PDF’ preceeding this image.'
Type
Chapter
Information
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

Adams, R. (2007). Do second language learners benefit from interacting with each other? In Mackey, A. (ed.), Conversational interaction in second language acquisition (pp. 2951). Oxford: Oxford University Press.Google Scholar
Adams, R., Nuevo, A. M. & Egi, T. (2011). Explicit and implicit feedback, modified output, and SLA: Does explicit and implicit feedback promote learning and learner–learner interactions? Modern Language Journal, 11(Suppl. issue), 4263.Google Scholar
Adams, R. & Oliver, R. (2019). Teaching through peer interaction. New York: Routledge.Google Scholar
Adams, R. & Ross–Feldman, L. (2008). Does writing influence learner attention to form? In Belcher, D. & Hirvela, A. (eds.), The oral–literate connection: Perspectives on L2 speaking, writing, and other media interactions (pp. 243265). Ann Arbor: University of Michigan Press.Google Scholar
Aljaafeh, A. & Lantolf, J. (1994). Negative feedback as regulation and second language learning in the zone of proximal development. Modern Language Journal, 78(4), 465483.Google Scholar
Ammar, A. (2008). Prompts and recasts: Differential effects on second language morphosyntax. Language Teaching Research, 12(2),183210.Google Scholar
Carpenter, H., Jeon, S., MacGregor, D. & Mackey, A. (2006). Learner’s interpretations of recasts. Studies in Second Language Acquisition, 28(2), 209236.Google Scholar
Doughty, C. (2001). Cognitive underpinnings of focus on form. In Robinson, P. (ed.), Cognition and second language instruction (pp. 206257). Cambridge: Cambridge University Press.Google Scholar
Doughty, C. & Varela, E. (1998). Communicative focus on form. In Doughty, C. & Williams, J. (eds.), Focus on form in classroom second language acquisition (pp. 114138). Cambridge: Cambridge University Press.Google Scholar
Ellis, R. (1994). A theory of instructed second language acquisition. In Ellis, N. C. (ed.), Implicit and explicit language learning (pp. 79114). San Diego, CA: Academic Press.Google Scholar
Ellis, R. (2009). Corrective feedback and teacher development. L2 Journal, 1(1), 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), 339368.Google Scholar
Ellis, R. and Sheen, Y. (2006). Reexamining the role of recasts in second language acquisition. Studies in Second Language Acquisition, 28(5), 575600.Google Scholar
Gass, S. (2013). Input, interaction, and the second language learner. New York: Routledge.Google Scholar
Gass, S., Mackey, A. & Ross–Feldman, L. (2011). Task-based interactions in classroom and laboratory settings. Language Learning, 61(S1), 189220.Google Scholar
Gass, S. & Madden, C. (eds.). (1985). Input in second language acquisition. Rowley, MA: Newbury House.Google Scholar
Goo, J. & Mackey, A. (2013). The case against the case against recasts. Studies in Second Language Acquisition, 35(1), 127165.CrossRefGoogle Scholar
Han, Z. & Kim, J. (2008). Corrective recasts: What teachers might want to know. Language Learning Journal, 36(1), 3544.Google Scholar
Hattie, J. (2009). Visible learning: A synthesis of over 800 meta-analyses relating to achievement. London: Routledge.Google Scholar
Hedge, T. (2000). Teaching and learning in the language classroom. Oxford: Oxford University Press.Google Scholar
Iwashita, N. (2003). Negative feedback and positive evidence in task-based interaction: Differential effects on L2 development. Studies in Second Language Acquisition, 25(1), 136.Google Scholar
Kamiya, N. (2015). The effectiveness of intensive and extensive recasts on L2 acquisition for implicit and explicit knowledge. Linguistics and Education, 29, 5972.Google Scholar
Lantolf, J. P. (ed.). (2000). Sociocultural theory and second language learning. Oxford: Oxford University Press.Google Scholar
Lantolf, J. P. & Thorne, S. L. (2006). Sociocultural theory and the genesis of second language development. Oxford: Oxford University Press.Google Scholar
Lasagabaster, D. & Sierra, J. M. (2009). Error correction: Students’ versus teachers’ perceptions. Language Awareness, 14(2–3), 112127.Google Scholar
Leeman, J. (2003). Recasts and L2 development: Beyond negative evidence. Studies in Second Language Acquisition, 25(1), 3763.Google Scholar
Li, S. (2010). The effectiveness of corrective feedback in SLA: A meta-analysis. Language Learning, 60(2), 309365.CrossRefGoogle Scholar
Li, S. (2014). Oral corrective feedback. ELT Journal, 68(2), 196198.Google Scholar
Lightbown, P. (1998). The importance of timing in focus on form. In Doughty, C. & Williams, J. (eds.), Focus on form in classroom second language acquisition (pp. 177196). Cambridge: Cambridge University Press.Google Scholar
Loewen, S. (2005). Incidental focus on form and second language learning. Studies in Second Language Acquisition, 27(3), 361386.CrossRefGoogle Scholar
Loewen, S. & Nabei, T. (2007). Measuring the effects of oral corrective feedback on L2 knowledge. In Mackey, A. (ed.), Conversational interaction in second language acquisition: A collection of empirical studies (pp. 361377). Oxford: Oxford University Press.Google Scholar
Loewen, S. & Philp, J. (2006). Recasts in the adult English L2 classroom: Characteristics, explicitness, and effectiveness. Modern Language Journal, 90(4), 536556.Google Scholar
Long, M. H. (1996). The role of linguistic environment in second language acquisition. In Ritchie, W. and Bhatia, T. K. (eds.), Handbook of second language acquisition (pp. 413468). San Diego, CA: Academic Press.Google Scholar
Long, M., Inagaki, S. & Ortega, L. (1998). The role of implicit negative feedback in SLA: Models and recasts in Japanese and Spanish. Modern Language Journal, 82(3), 357371.Google Scholar
Lyster, R. (2004). Differential effects of prompts and recasts in form-focused instruction. Studies in Second Language Acquisition, 26(3), 399432.Google Scholar
Lyster, R. & Mori, H. (2006). Interactional feedback and instructional counterbalance. Studies in Second Language Acquisition, 28(2), 269300.Google Scholar
Lyster, R. & Ranta, L. (1997). Corrective feedback and learner uptake. Studies in Second Language Acquisition, 19(1), 3766.Google Scholar
Lyster, R. & Ranta, L. (2013). Counterpoint piece: The case for variety in corrective feedback research. Studies in Second Language Acquisition, 35(1), 167184.CrossRefGoogle Scholar
Lyster, R. & Saito, K. (2010). Oral feedback in classroom SLA: A meta-analysis. Studies in Second Language Acquisition, 32(2), 265302.Google Scholar
Lyster, R., Saito, K. & Sato, M. (2013). Oral corrective feedback in L2 classrooms. Language Teaching, 46(4), 140.Google Scholar
Mackey, A. (1999). Input, interaction and second language development: An empirical study of question formation in ESL. Studies in Second Language Acquisition, 21(4), 557587.Google Scholar
Mackey, A. (2006). Feedback, noticing and instructed second language learning. Applied Linguistics, 27(3), 405430.Google Scholar
Mackey, A. (2013). Input, interaction and corrective feedback in L2 learning. Oxford: Oxford University Press.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. Innovations in Language Learning and Teaching, 1(1), 129152.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. 407452). Oxford: Oxford University Press.Google Scholar
Mackey, A. & Oliver, R. (2002). Interactional feedback and children’s L2 development. System, 30(4), 459477.Google Scholar
Mackey, A., Oliver, R. & Leeman, J. (2003). Interactional input and incorporation of feedback: An exploration of NS–NNS and NNS–NNS adult and child dyads. Language Learning, 53(1), 3566.Google Scholar
Mackey, A. & Philp, J. (1998). Conversational interaction and second language development: Recasts, responses, and red herrings? Modern Language Journal, 82(3), 338356.Google Scholar
McDonough, K. (2005). Identifying the impact of negative feedback and learners’ responses on ESL question development. Studies in Second Language Acquisition, 27(1), 79103.Google Scholar
McDonough, K. (2007). Interactional feedback and the emergence of simple past activity verbs in L2 English. In Mackey, A. (ed.), Conversational interaction in second language acquisition: A collection of empirical studies (pp. 323338). Oxford: Oxford University Press.Google Scholar
Nassaji, H. (2009). Effects of recasts and elicitations in dyadic interaction and the role of feedback explicitness. Language Learning, 59(2), 411452.Google Scholar
Nassaji, H., & Swain, M. (2000). A Vygotskian perspective on corrective feedback in L2: The effect of random versus negotiated help on the learning of English articles. Language awareness, 9(1), 34–51.Google Scholar
Nassaji, H. & Swain, M. (2009). A Vygotskyan perspective on corrective feedback in L2: The effect of random versus negotiated help in the learning of English articles. Language Awareness, 9(1), 3451.Google Scholar
Nunan, D. (1989). Designing tasks for the communicative classroom. Cambridge: Cambridge University Press.Google Scholar
Oliver, R. (1995). Negative feedback in child NS–NNS conversation. Studies in Second Language Acquisition, 17(4), 459481.Google Scholar
Oliver, R. (2000). Age differences in negotiation and feedback in classroom and pair work. Language Learning, 50(1), 119150.Google Scholar
Oliver, R. & Grote, E. (2010). The provision and uptake of different types of recasts in child and adult ESL learners. Australian Review of Applied Linguistics, 33(3), 21.1–26.22.Google Scholar
Oliver, R. & Mackey, A. (2003). Interactional context and feedback in child ESL classrooms. Modern Language Journal, 87(4), 519533.Google Scholar
Oliver, R., Philp., J. & Mackey, A. (2008). Age, teacher guidance and the linguistic outcomes of task-based interaction. In Philp, J., Oliver, R. & Mackey, A. (eds.), Child’s play? Second language acquisition and the younger learner (pp. 131147). Amsterdam: John Benjamins.Google Scholar
Panova, I. & Lyster, R. (2002). Patterns of corrective feedback and uptake in an adult ESL classroom. TESOL Quarterly, 36(4), 573595.Google Scholar
Pica, T. (1994). Research on negotiation: What does it reveal about second-language learning conditions, processes, and outcomes? Language Learning, 44(4), 493527.Google Scholar
Plonsky, L. & Mills, S. V. (2006). An exploratory study of differing perceptions of error correction between a teacher and students: Bridging the gap. Applied Language Learning, 16(1), 5574.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. (ed.), Practice in a second language: Perspectives from applied linguistics and cognitive psychology (pp. 141160). Cambridge: Cambridge University Press.Google Scholar
Russell, J. & Spada, N. (2006). The effectiveness of corrective feedback for the acquisition of L2 grammar. In Norris., J. & Ortega, L. (eds.), Synthesizing research on language learning and teaching (pp. 133142). Amsterdam: John Benjamins.Google Scholar
Saito, K. (2013). Re-examining effects of form-focused instruction on L2 pronunciation development: The role of explicit phonetic information. Studies in Second Language Acquisition, 35(1), 129.Google Scholar
Sato, M. & Ballinger, S. (2012). Raising language awareness in peer interaction: A cross-context, cross-method examination. Language Awareness, 21(1–2), 157179.CrossRefGoogle Scholar
Sato, M. & Lyster, R. (2012). Peer interaction and corrective feedback for accuracy and fluency development, monitoring, practice and proceduralization. Studies in Second Language Acquisition, 34(4), 591626.Google Scholar
Schmidt, R. (1990). The role of consciousness in second language learning. Applied Linguistics, 11(2), 129158.Google Scholar
Schmidt, R. (2001). Attention. In Robinson, P. (ed.), Cognition and second language instruction (pp. 332). Cambridge: Cambridge University Press.Google Scholar
Sheen, Y. (2004). Corrective feedback and learner uptake in communicative classrooms across instructional settings. Language Teaching Research, 8(3), 263300.Google Scholar
Sheen, Y. & Ellis, R. (2011). Corrective feedback in language teaching. In Hinkel, E. (ed.), Handbook of research in second language teaching and learning (Vol. II, pp. 593610). London: Routledge.Google Scholar
Simard, D. & Jean, G. (2011). An exploration of L2 teachers’ use of pedagogical interventions devised to draw L2 learners’ attention to form. Language Learning, 61(3), 759785.Google Scholar
Spada, N. & Lightbown, P. (1993). Instruction and the development of questions in L2 classrooms. Studies in Second Language Acquisition, 15(2), 205244.Google Scholar
Swain, M. (2010). Talking it through: Languaging as a source of learning. In Batstone, R. (ed.), Sociocognitive perspectives on language use and language learning (pp. 112–130). Oxford: Oxford University Press.Google Scholar

References

Bitchener, J. (2008). Evidence in support of written corrective feedback. Journal of second language writing, 17(2), 102118.Google Scholar
Bitchener, J. (2019). The intersection between SLA and feedback research. In Hyland, K. & Hyland, F. (eds.), Feedback in second language writing: Contexts and issues (2nd ed., pp. 85105). Cambridge: Cambridge University Press.Google Scholar
Bitchener, J. & Ferris, D. (2012). Written corrective feedback in second language acquisition and writing. London: Routledge.CrossRefGoogle Scholar
Bitchener, J. & Knoch, U. (2008). The value of written corrective feedback for migrant and international students. Language Teaching Research, 12(3), 409431.Google Scholar
Bitchener, J. & Knoch, U. (2010a). The contribution of written corrective feedback to language development: A ten month investigation. Applied Linguistics, 31(2), 193214.Google Scholar
Bitchener, J. & Knoch, U. (2010b). Raising the linguistic accuracy level of advanced L2 writers with written corrective feedback. Journal of Second Language Writing, 19(4), 207217.Google Scholar
Bitchener, J. & Storch, N. (2016). Written corrective feedback for L2 development. Bristol: Multilingual Matters.Google Scholar
Bitchener, J., Young, S. & Cameron, D. (2005). The effect of different types of corrective feedback on ESL student writing. Journal of Second Language Writing, 14(3), 191205.Google Scholar
Ellis, R. (2008). The study of second language acquisition (2nd ed.). New York: Oxford University Press.Google Scholar
Ellis, R. (2009). A typology of written corrective feedback types. ELT Journal, 63(2), 97107.Google Scholar
Ellis, R., Sheen, Y., Murakami, M. & Takashima, H. (2008). The effects of focused and unfocused written corrective feedback in an English as a foreign language context. System, 36(3), 353371.Google Scholar
Ferris, D. (2003). Response to student writing: Implications for second language students. Mahwah, NJ: Lawrence Erlbaum.Google Scholar
Frear, D. & Chiu, Y. (2015). The effect of focused and unfocused indirect written corrective feedback on EFL learners’ accuracy in new pieces of writing. System, 53, 2434.Google Scholar
Gass, S. (1997). Input, interaction, and the second language learner. Mahwah, NJ: Lawrence Erlbaum.Google Scholar
Guenette, D. (2007). Is feedback pedagogically correct? Research design issues in studies of feedback in writing. Journal of Second Language Writing, 16(1), 4053.Google Scholar
Hendrickson, J. (1980). The treatment of error in written work. Modern Language Journal, 64(2), 216221.Google Scholar
Kepner, C. G. (1991). An experiment in the relationship of types of written feedback to the development of second-language writing skills. Modern Language Journal, 75(3), 305313.Google Scholar
Krashen, S. D. (1985). The input hypothesis: Issues and implications. London: Longman.Google Scholar
Lalande, J. F. (1982). Reducing composition errors: An experiment. Modern Language Journal, 66(2), 140149.CrossRefGoogle Scholar
Lee, I. (2008). Understanding teachers’ written feedback practices in Hong Kong secondary classrooms. Journal of Second Language Writing, 17(2), 6985.Google Scholar
Lee, I. (2017). Working hard or working smart: Comprehensive or focused written corrective feedback in L2 academic contexts. In J. Bitchener, N. Storch, R. Wette, (eds.), Teaching writing for academic purposes to multilingual students (pp. 168180). New York: Routledge.Google Scholar
Li, S. (2017). The efficacy of written corrective feedback on second language development: The impact of feedback type, revision type, learning motivation and strtaegies. Unpublished Ph.D. thesis, Auckland University of Technology, Auckland, New Zealand.Google Scholar
Lyster, R. (1998). Negotiation of form, recasts, and explicit correction in relation to error types and learner repair in immersion classrooms. Language Learning, 48(2), 183218.Google Scholar
Qi, G. (2015). The impact of explicitness of written CF, targeted linguistic form and proficiency level on the effectiveness of written CF: A mixed-methods study. Unpublished doctoral thesis, AUT University, Auckland, New Zealand.Google Scholar
Robb, T., Ross, S. & Shortreed, I. (1986). Salience of feedback on error and its effect on EFL writing quality. Tesol Quarterly, 20(1), 8395.Google Scholar
Rummel, S. (2014). Student and teacher beliefs about written CF and the effect these beliefs have on uptake: A multiple case study of Laos and Kuwait. Unpublished doctoral thesis, AUT University, Auckland, New Zealand.Google Scholar
Rummel, S. & Bitchener, J. (2015). The effectiveness of written corrective feedback and the impact Lao learners’ beliefs have on uptake. Australian Review of Applied Linguistics, 38(1), 6482.Google Scholar
Schmidt, R. (2001). Attention. In Robinson, P. (ed.), Cognition and second language instruction (pp. 332). Cambridge: Cambridge University Press.Google Scholar
Semke, H. D. (1984). Effects of the red pen. Foreign Language Annals, 17(3), 195202.Google Scholar
Sheen, Y. (2007). The effect of focused written corrective feedback and language aptitude on ESL learners’ acquisition of articles. Tesol Quarterly, 41(2), 255283.Google Scholar
Sheen, Y. (2011). Corrective feedback, individual differences and second language learning. London: Springer.Google Scholar
Sheen, Y., Wright, D. & Moldawa, A. (2009). Differential effects of focused and unfocused written correction on the accurate use of grammatical forms by adult ESL learners. System, 37(4), 556569.Google Scholar
Sheppard, K. (1992). Two feedback types: Do they make a difference? RELC Journal, 23(1), 103110.Google Scholar
Shintani, N. & Ellis, R. (2013). The comparative effect of direct written corrective feedback and metalinguistic explanation on learners’ explicit and implicit knowledge of the English indefinite article. Journal of Second Language Writing, 22(3), 286306. DOI:http://dx.doi.org/10.1016/j.jslw.2013.03.011.Google Scholar
Shintani, N., Ellis, R. & Suzuki, W. (2014). Effects of written feedback and revision on learners’ accuracy in using two English grammatical structures. Language Learning, 64(1), 103131. DOI:10.1111/lang.12029.Google Scholar
Skehan, P. (1998). A cognitive approach to language learning. Oxford: Oxford University Press.Google Scholar
Stefanou, C. & Revesz, A. (2015). Direct written corrective feedback, learners differences and the acquisition of second language article use for generic and specific plural reference. Modern Language Journal, 99(2), 263282.Google Scholar
Tomlin, R. S. & Villa, V. (1994). Attention in cognitive science and second language acquisition. Studies in Second Language Acquisition, 16(2), 183203.Google Scholar
Truscott, J. (1996). The case against grammar correction in L2 writing classes. Language Learning, 46(2), 327369.Google Scholar
Truscott, J. & Hsu, A. Y. (2008). Error correction, revision, and learning. Journal of Second Language Writing, 17(4), 292305.Google Scholar
Van Beuningen, C. G., De Jong, N. H. & Kuiken, F. (2008). The effect of direct and indirect corrective feedback on L2 learners’ written accuracy. ITL-Review of Applied Linguistics, 156, 279296.Google Scholar
Van Beuningen, C. G., De Jong, N. H. & Kuiken, F. (2012). Evidence on the effectiveness of comprehensive error correction in second language writing. Language Learning, 62(1), 141.Google Scholar

References

Amaral, L. and Meurers, D. (2011). On using intelligent computer-assisted language learning in real-life foreign language teaching and learning. ReCALL, 23(1), 424.Google Scholar
Anderson-Hsieh, J. (1994). Interpreting visual feedback on suprasegmentals in computer assisted pronunciation instruction. CALICO Journal, 11(4), 521.Google Scholar
Audacity (n.d.). www.audacityteam.org/ (accessed on March 6, 2018).Google Scholar
Bestgen, Y. & Granger, S. (2011). Categorising spelling errors to assess L2 writing. International Journal of Continuing Engineering Education and Life Long Learning, 21(2–3), 235252.Google Scholar
Bitchener, J. (2008). Evidence in support of written corrective feedback. Journal of Second Language Writing, 17(2), 102118. DOI:10.1016/jslw.2007.11.004.Google Scholar
Bitchener, J. (2012). Written corrective feedback for L2 development: Current knowledge and future research. TESOL Quarterly, 46(4), 855860. DOI:10.1002/tesq.62.Google Scholar
Bitchener, J. & Ferris, D. R. (2012). Written corrective feedback in second language acquisition and writing. New York: Routledge.Google Scholar
Patron, Bon (n.d.). http://bonpatron.com/ (accessed March 15, 2018).Google Scholar
Brett, D. (2004). Computer generated feedback on vowel production by learners of English as a second language. ReCALL, 16(1), 103–113. DOI:10.1017/s0958344004000813.Google Scholar
Brill, E. & Moore, R.C. (2000). An improved error model for noisy channel spelling correction. In Proceedings of 38th Annual Meeting of the Association for Computational Linguistics, Hong Kong, China, October 2000 (pp. 286–293). Stroudsburg, PA: Association for Computational Linguistics.Google Scholar
Burston, J. (1998). Antidote 98 [review]. CALICO Journal, 16(2), 197212.Google Scholar
Burston, J. (2001). Exploiting the potential of a computer-based grammar checker in conjunction with self-monitoring strategies with advanced level students of French. CALICO Journal, 18(3), 499515.Google Scholar
Carey, M. (2004). CALL Visual feedback for pronunciation of vowels: Kay Sona-Match. CALICO Journal, 21(3), 132.Google Scholar
Chapelle, C. A. (2018, March 26). Week 5: Technology & Writing (Part 1). [Video file]. https://youtu.be/vJ5KSMT5m8A.Google Scholar
Chun, D. M. (1998). Signal analysis software of teaching discourse intonation. Language Learning & Technology, 2(1), 7493. http://llt.msu.edu/vol2num1/article4/.Google Scholar
Chun, D. M. (2007). Come ride the wave: But where is it taking us? CALICO Journal, 24(2), 239252.Google Scholar
Coniam, D. (1999). Voice recognition software accuracy with second language speakers of English. System, 27(1), 4964.Google Scholar
Coniam, D. (2002). Technology as an awareness-raising tool for sensitising teachers to features of stress and rhythm in English, Language Awareness, 11(1), 3042. DOI:10.1080/09658410208667044.Google Scholar
Cucchiarini, C., Neri, A. & Strik, H. (2009). Oral proficiency training in Dutch L2: The contribution of ASR-based corrective feedback. Speech Communication, 51(10), 853863.Google Scholar
Dagneaux, E., Denness, S. & Granger, S. (1998). Computer-aided error analysis. System, 26(2), 163174.Google Scholar
Dalby, J. & Kewley-Port, D. (1999). Explicit pronunciation training using automatic speech recognition technology. CALICO, 16(3), 425445.Google Scholar
Damerau, F. J. (1964). A technique for computer detection and correction of spelling errors. Communications of the ACM, 7(3), 171176.Google Scholar
DeKeyser, R. (ed.). (2007). Practice in a second language: Perspectives from applied linguistics and cognitive psychology. Cambridge: Cambridge University Press.Google Scholar
Dikli, S. (2010). The nature of automated essay scoring feedback. CALICO Journal, 28(1), 99134.Google Scholar
Dikli, S. & Bleyle, S. (2014). Automated essay scoring feedback for second language writers: How does it compare to instructor feedback? Assessing Writing, 22, 117. http://dx.doi.org/10.1016/j.asw.2014.03.006.Google Scholar
Ehsani, F. & Knodt, E. (1998). Speech technology in computer-aided language learning: Strengths and limitations of a new CALL paradigm. Language Learning & Technology, 2(1), 5473.Google Scholar
Engwall, O. (2012). Analysis of and feedback on phonetic features in pronunciation training with a virtual teacher. Computer Assisted Language Learning, 25(1), 3764. DOI:10.1080/09588221.2011.582845.Google Scholar
Eskenazi, M. (1999). Using Automatic Speech Processing for foreign language pronunciation tutoring: Some issues and a prototype. Language Learning & Technology, 2(2), 6276.Google Scholar
eSpindle (n.d.). www.espindle.org/ (accessed March 15, 2018).Google Scholar
Fallman, D. (2002). The Penguin: Using the web as a database for descriptive and dynamic grammar and spell checking. Paper presented at the CHI 2002, Conference on Human Factors in Computing Systems, Minneapolis, MN, April 20–25, 2002.Google Scholar
Ferris, D. (1999). The case for grammar correction in L2 writing classes: A response to Truscott (1996). Journal of Second Language Writing, 8(1), 111.Google Scholar
Ferris, D. (2010). Second language writing research and written corrective feedback in SLA. Studies in Second Language Acquisition, 32(2), 181201. DOI:10.1017/s0272263109990490.Google Scholar
Flor, M. & Futagi, Y. (2012). On using context for automatic correction of non-word misspellings in student essays. In Proceedings of the 7th Workshop on Innovative Use of NLP for Building Educational Applications (BEA), 105–115, Montréal, Canada, June 3-8, 2012.Google Scholar
Flor, M. & Futagi, Y. (2013). Producing an annotated corpus with automatic spelling correction. In Granger, S., Gilquin, G. & Meunier, F. (eds.), Twenty years of learner corpus research: Looking back, moving ahead. corpora and language in use (pp. 139154). Louvain-la-Neuve: Presses universitaires de Louvain.Google Scholar
Godwin-Jones, R. (2009). Emerging technology: Speech tools and technologies. Language Learning & Technology, 13(3), 411. http://llt.msu.edu/vol13num3/emerging.pdf.Google Scholar
Hardison, D. (2004). Contextualized computer-based L2 prosody training: Evaluating the effects of discourse context and video input. CALICO Journal, 22(2), 175190.Google Scholar
Hartshorn, K. J., Evans, N. W., Merrill, P. F., Sudweeks, R. R., Strong-Krause, D. & Anderson, N. J. (2010). Effects of dynamic corrective feedback on ESL writing accuracy. TESOL Quarterly, 44(1), 84109. DOI:10.5054/tq.2010.213781.Google Scholar
Heift, T. (2010). Developing an intelligent tutor. CALICO Journal, 27(3), 443459.Google Scholar
Heift, T. & Hegelheimer, V. (2017). Computer-assisted corrected feedback and language learning. In Nassaji, H. & Kartchava, E. (eds.), Corrective feedback in second language teaching and learning (pp. 51–65). New York: Routledge.Google Scholar
Heift, T. & Schulze, M. (2015). Tutorial computer-assisted language learning.Language Teaching, 48(4), 471490. DOI:10.1017/S0261444815000245.Google Scholar
Helfrich, A. & Music, B. (2000). Design and evaluation of grammar checkers in multiple languages. In Proceedings of the 18th International Conference on Computational Linguistics (COLING 2000), Vol. II (pp. 10361040). Stroudsburg, PA: Association for Computational Linguistics. www.aclweb.org/anthology/C00-2153/.Google Scholar
Hincks, R. (2003). Speech technologies for pronunciation feedback and evaluation. ReCALL, 15(1), 3–20. DOI:10.1017/s0958344003000211.Google Scholar
Hirata, Y. (2004). Computer assisted pronunciation training for native English speakers learning Japanese pitch and durational contrasts. Computer Assisted Language Learning, 17(3–4), 357376. https://doi.org/10.1080/0958822042000319629.Google Scholar
Hodge, V. J. and Austin, J. (2003): A comparison of standard spell checking algorithms and a novel binary neural approach. IEEE Transactions on Knowledge and Data Engineering, 15(5), 10731081.Google Scholar
Hovermale, D. J. (2008). SCALE: Spelling correction adapted for learners of English. Poster presentation at ICALL Special Interest Group pre-conference workshop, CALICO conference, March 18–22, San Francisco, USA.Google Scholar
Hubbard, P. (2004). Learner training for effective use of CALL. In Fotos, S. & Browne, C. (eds.), New perspectives on CALL for second language classrooms (pp. 4567). Mahwah, NJ: Lawrence Erlbaum.Google Scholar
Hubbard, P. (2013). Making a case for learner training in technology enhanced language learning environments. CALICO Journal, 30(2), 163178.Google Scholar
Kim, I. S. (2006). Automatic speech recognition: Reliability and pedagogical implications for teaching pronunciation. Educational Technology and Society, 9(1), 322344.Google Scholar
Kommissarchik, J. & Komissarchik, E. (2000). Better accent tutor: Analysis and visualization of speech prosody. Proceedings of InSTILL 2000 (pp. 8689). Dundee, Scotland.Google Scholar
Kukich, K. (1992). Techniques for automatically correcting words in text. ACM Computing Surveys, 24(4), 377439.Google Scholar
Lavolette, E., Polio, C. & Kahng, J. (2015). The accuracy of computer-assisted feedback and students’ responses to it. Language Learning & Technology, 19(2), 5068.Google Scholar
Lawley, J. (2016). Spelling: Computerised feedback for self-correction. Computer Assisted Language Learning, 29(5), 868880. DOI:10.1080/09588221.2015.1069746.Google Scholar
Leacock, C., Chodorow, M., Gamon, M. & Tetreault, , J. (2010). Automated grammatical error detection for language learners. San Rafael, CA: Morgan & Claypool Publishers.Google Scholar
Levis, J. (2007). Computer technology in teaching and researching pronunciation. Annual Review of Applied Linguistics, 27, 184202. DOI:10.1017/S0267190508070098.Google Scholar
Levis, J. & Pickering, L. (2004). Teaching intonation in discourse using speech visualization technology. System, 32(4), 505524.Google Scholar
L’haire, S. (2007). Fipsortho: A spell checker for learners of French. ReCALL, 19(3), 137161.Google Scholar
Liakin, D., Cardoso, W. & Liakina, N. (2015). Learning L2 pronunciation with a mobile speech recognizer: French /y/. CALICO Journal, 32(1), 125.Google Scholar
Lightbown, P. M. & Spada, N. (1999). How languages are learned. Oxford: Oxford University Press.Google Scholar
Link, S., Dursun, A., Karakaya, K. & Hegelheimer, V. (2014). Towards best ESL practices for implementing automated writing evaluation. CALICO Journal, 31(3), 323344.Google Scholar
Lyster, R., Lightbown, P. M. & Spada, N. (1999). A response to Truscott’s “What’s wrong with oral grammar correction.” Canadian Modern Language Review, 55(4), 457.Google Scholar
Mitton, R. & Okada, T. (2007). The adaptation of an English spellchecker for Japanese writers. Paper presented at the Symposium on Second Language Writing. Nagoya, Japan, September 15–17, 2007.Google Scholar
Moats, L. (2005).How spelling supports reading and why it is more regular and predictable than you may think. American Educator, 29(4), 1222.Google Scholar
Murphy-Judy, K. (2003). Sans-faute writing environment [review]. CALICO Journal, 21(1), 209220.Google Scholar
Nagata, N. (2009). Robo-Sensei’s NLP-based error detection and feedback generation. CALICO Journal, 26(3), 562579.Google Scholar
Nassaji, H. & Kartchava, E. (2017). Corrective feedback in second language teaching and learning: Research, theory, applications, implications. Milton Park: Routledge.Google Scholar
Ndiaye, M. & Vandeventer Faltin, A. (2003). A spell checker tailored to language learners. Computer Assisted Language Learning, 16(2–3), 213232.Google Scholar
Neri, A., Cucchiarini, C. & Strik, H. (2008). The effectiveness of computer-based speech corrective feedback for improving segmental quality in L2 Dutch. ReCALL, 20(2). DOI:10.1017/s0958344008000724.Google Scholar
Neri, A., Cucchiarini, C., Strik, H. & Boves, L. (2002). The pedagogy–technology interface in computer assisted pronunciation training. Computer Assisted Language Learning, 15(5), 441467.Google Scholar
Nicholas, N., Debski, R. & Lagerberg, R. (2004). Skryba: An online orthography teaching tool for learners from bilingual backgrounds. Computer Assisted Language Learning, 17(3–4), 441458.Google Scholar
Offerman, H. M. & Olson, D. J. (2016). Visual feedback and second language segmental production: The generalizability of pronunciation gains. System, 59, 4560. https://doi.org/10.1016/j.system.2016.03.003.Google Scholar
Olmanson, J. (2007). Review of eSpindle vocabulary & spelling program online. Language Learning & Technology, 11(3), 1828.Google Scholar
Olson, D. J. (2014). Benefits of visual feedback on segmental production in the L2 classroom. Language Learning & Technology, 18(3), 173192. http://llt.msu.edu/issues/october2014/olson.pdfGoogle Scholar
O’Shaughnessy, D. (2008). Invited paper: Automatic speech recognition: History, methods and challenges. Pattern Recognition, 41(10), 29652979. https://doi.org/10.1016/j.patcog.2008.05.008.Google Scholar
Pollock, J. J. & Zamora, A. (1984). Automatic spelling correction in scientific and scholarly text. Communications of the ACM, 27(4), 358368.Google Scholar
Ranalli, J., Link, S. & Chukharev-Hudilainen, E. (2017). Automated writing evaluation for formative assessment of second language writing: Investigating the accuracy and usefulness of feedback as part of argument-based validation. Educational Psychology, 37(1), 825. DOI:10.1080/01443410.2015.1136407.Google Scholar
Ranalli, J., Yamashita, T. & Bappe, C. (2017). Comparing the quantity and quality of automated corrective feedback provided by Grammarly versus MS Word. Paper presented at CALICO 2017, Flagstaff, USA.Google Scholar
Regular expression. (2018). In Wikipedia. http://en.wikipedia.org/wiki/Regular_expression.Google Scholar
Reinders, H. & Hubbard, P. (2013). CALL and learner autonomy: Affordance and constraints. In Thomas, M., Reinders, H. & Warschauer, M. (eds.), Contemporary computer-assisted language learning (pp. 359376). London: Bloomsbury Academic.Google Scholar
Rimrott, A. & Heift, T. (2008). Evaluating Automatic Detection of Misspellings in German. Language Learning & Technology, 12(3), 7392.Google Scholar
Sakaguchi, K., Mizumoto, T., Komachi, M. & Matsumoto, Y. (2012). Joint English spelling error correction and POS tagging for language learners writing. In Proceedings of the 24th International Conference on Computational Linguistics (COLING 2012), Mumbai, India (pp. 2357–2374).Google Scholar
Sauro, S. (2009). Computer-mediated corrective feedback and the development of L2 grammar. Languge Learning & Technology, 13(1), 96120.Google Scholar
Scott, C. (2000). Principles and methods of spelling instruction: Application for poor spellers. Topics in Language Disorders, 20(3), 6682.Google Scholar
Shintani, N. & Aubrey, S. C. (2016). The effectiveness of synchronous and asynchronous written corrective feedback on grammatical accuracy in a computer-mediated environment. Modern Language Journal, 100(1), 296319.Google Scholar
Spellcheckplus (n.d.). http://spellcheckplus.com/ (accessed March 15, 2018).Google Scholar
Stevenson, M. & Phakiti, A. (2014). The effects of computer-generated feedback on the quality of writing. Assessing Writing, 19, 5165. http://dx.doi.org/10.1016/j.asw.2013.11.007.Google Scholar
Stirling, J. (2011). Teaching spelling to English language learners. Raleigh, NC: Lulu.Google Scholar
Truscott, J. (1999). What’s wrong with oral grammar correction. Canadian Modern Language Review, 55(4), 437.Google Scholar
Wachowicz, K., & Scott, B. (1999). Software that listens: It’s not a question of whether, it’s a question of how. CALICO Journal, 16(3), 253276. www.jstor.org/stable/24147843.Google Scholar
Walker, N. R., Trofimovich, P., Cedergren, H. & Gatbonton, E. (2011). Using ASR technology in language training for specific purposes: A perspective from Quebec, Canada. CALICO Journal, 28(3), 721743.Google Scholar
Wang, Y.-H. & Young, S. S.-C. (2014). A study of the design and implementation of the ASR-based iCASL system with corrective feedback to facilitate English learning. Educational Technology & Society, 17(2), 219233.Google Scholar
Wang, Y.-H. & Young, S. S.-C. (2015). Effectiveness of feedback for enhancing English pronunciation in an ASR-based CALL system. Journal of Computer Assisted Learning, 31(6), 493504. DOI:10.1111/jcal.12079.Google Scholar
WinPitch (n.d). Pitch Instruments Inc. www.winpitch.com (accessed on March 6, 2018).Google Scholar

References

Alibali, M., Flevares, L. & Goldin-Meadow, S. (1997). Assessing knowledge conveyed in gesture: Do teachers have the upper hand? Journal of Educational Psychology, 23(1), 183194.Google Scholar
Allen, L. Q. (1995). The effects of emblematic features on the development and access of mental representations of French expressions. Modern Language Journal, 79(4), 521529.Google Scholar
Allen, L. Q. (2000). Form–meaning connections and the French causative. Studies in Second Language Acquisition, 22(1), 6984.Google Scholar
Brown, D. (2014). The type of linguistic foci of oral corrective feedback in the L2 classroom: A meta-analysis. Language Teaching Research, 20(4), 436458.Google Scholar
Clark, J. M. & Paivio, A. (1991). Dual coding theory and education. Educational Psychology Review, 3(3), 149210.Google Scholar
Cohen, R. L. & Otterbein, N. (1992). The mnemonic effect of speech gestures: Pantomimic and non-pantomimic gestures compared. European Journal of Cognitive Psychology, 4(2), 113139.Google Scholar
Cook, S. W., Yip, T. K. & Goldin-Meadow, S. (2010). Gesturing makes memories that last. Journal of Memory and Language, 63(4), 465475.Google Scholar
Crowder, E. M. (1996). Gestures at work in sense-making science talk.Journal of the Learning Sciences, 5(3), 173208.Google Scholar
Dahl, T. I. & Ludvigsen, S. (2014). How I see what you’re saying: The role of gestures in native and foreign language listening comprehension. Modern Language Journal, 98(3), 813833.Google Scholar
Davies, M. (2006). Paralinguistic focus on form. TESOL Quarterly, 40(4), 841855.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(3), 339368.Google Scholar
Engelkamp, J. & Cohen, R. L. (1991). Current issues in memory of action events. Psychological Research, 53(3), 175182.Google Scholar
Flevares, L. M. & Perry, M. (2001). How many do you see? The use of nonspoken representations in first-grade mathematics lessons. Journal of Educational Psychology, 93(2), 330345.Google Scholar
Gluhareva, D. & Prieto, P. (2017). Training with rhythmic beat gestures benefits L2 pronunciation in discourse-demanding situations. Language Teaching Research, 21(5), 609631.Google Scholar
Goldin-Meadow, S., Cook, S. W. & Mitchell, Z. A. (2009). Gesturing gives children new ideas about math. Psychological Science, 20(3), 267272.Google Scholar
Goldin-Meadow, S. & Sandhofer, C. M. (1999). Gesture conveys substantive information to ordinary listeners. Developmental Science, 2(1), 6774.Google Scholar
Goldin-Meadow, S. & Singer, M. A. (2003). From children’s hands to adults’ ears: Gesture’s role in the learning process. Developmental Psychology, 39(3), 509520.Google Scholar
Goo, J. (2012). Corrective feedback and working memory capacity in interaction-driven L2 learning. Studies in Second Language Acquisition, 34(3), 445474.Google Scholar
Goo, J. & Mackey, A. (2013). The case against the case against recasts. Studies in Second Language Acquisition, 35(1), 139.Google Scholar
Hirata, Y. & Kelly, S. D. (2010). Effects of lips and hands on auditory learning of second-language speech sounds. Journal of Speech, Language, and Hearing Research, 53(2), 298310.Google Scholar
Hirata, Y., Kelly, S. D., Huang, J. & Manansala, M. (2014). Effects of hand gestures on auditory learning of second-language vowel length contrasts. Journal of Speech, Language, and Hearing Research, 57(6), 20902101.Google Scholar
Hudson, N. (2011). Teacher gesture in a post-secondary English as a second language classroom: A sociocultural approach. Unpublished doctoral dissertation, University of Nevada, Las Vegas.Google Scholar
Inceoglu, S. (2015). Teacher gesture and lexical focus on form in a foreign language classroom. Canadian Modern Language Review, 71(2), 130154.Google Scholar
Kamiya, N. (2012). Proactive and reactive focus on form and gestures in EFL classrooms in Japan. System, 40(3), 386397.Google Scholar
Kamiya, N. (2018). The effect of learner age on the interpretation of the nonverbal behaviors of teachers and other students in identifying questions in the L2 classroom. Language Teaching Research, 22(1), 4764.Google Scholar
Kelly, S. D. & Lee, A. (2012). When actions speak too much louder than words: Gesture disrupts word learning when phonetic demands are high. Language and Cognitive Processes, 27(6), 793807.Google Scholar
Kelly, S. D., McDevitt, T. & Esch, M. (2009). Brief training with co-speech gesture lends a hand to word learning in a foreign language. Language and Cognitive Processes, 24(2), 313334.Google Scholar
Lazaraton, A. (2004). Gesture and speech in the vocabulary explanations of one ESL teacher: A microanalytic inquiry. Language Learning, 54(1), 79117.Google Scholar
Leonard, T. & Cummins, F. (2011). The temporal relation between beat gestures and speech. Language and Cognitive Processes, 26(10), 14571471.Google Scholar
Li, S. (2010). The effectiveness of corrective feedback in SLA: A meta-analysis. Language Learning, 60(2), 309365.Google Scholar
Li, S. (2013). The interactions between the effects of implicit and explicit feedback and individual differences in language analytic ability and working memory. Modern Language Journal, 97(3), 634654.Google Scholar
Loewen, S. (2005). Incidental focus on form and second language learning. Studies in Second Language Acquisition, 27(3), 361386.Google Scholar
Loewen, S. & Philp, J. (2006). Recasts in the adult English L2 classroom: Characteristics, explicitness, and effectiveness. Modern Language Journal, 90(4), 536556.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), 3766.Google Scholar
Lyster, R. & Ranta, L. (2013). Counterpoint piece: The case for variety in corrective feedback research. Studies in Second Language Acquisition, 35(1), 118.Google Scholar
Lyster, R. & Saito, K. (2010). Oral feedback in classroom SLA: A meta-analysis. Studies in Second Language Acquisition, 32(2), 265302.Google Scholar
Lyster, R., Saito, K. & Sato, M. (2013). Oral corrective feedback in second language classrooms. Language Teaching, 46(1), 140.Google Scholar
Macedonia, M. & Klimesch, W. (2014). Long-term effects of gestures on memory for foreign language words trained in the classroom. Mind, Brain, and Education, 8(2), 7488.Google Scholar
Macedonia, M. & Knösche, T. R. (2011). Body in mind: How gestures empower foreign language learning. Mind, Brain, and Education, 5(4), 196211.Google Scholar
Macedonia, M., Müller, K. & Friederici, A. D. (2011). The impact of iconic gestures on foreign language word learning and its neural substrate. Human Brain Mapping, 32(6), 982998.Google Scholar
Mackey, A., Gass, S. & McDonough, K. (2000). How do learners perceive interactional feedback? Studies in Second Language Acquisition, 22(4), 471497.Google Scholar
Matsumoto, Y. & Dobs, A. M. (2017). Pedagogical gestures as interactional resources for teaching and learning tense and aspect in the ESL grammar classroom. Language Learning, 67(1), 742.Google Scholar
McCafferty, S. G. & Rosborough, A. (2014). Gesture as a private form of communication during lessons in an ESL-designated elementary classroom: A sociocultural perspective. TESOL Journal, 5(2), 225246.Google Scholar
McNeill, D. (1992). Hand and mind: What gestures reveal about thought. Chicago: University of Chicago Press.Google Scholar
McNeill, D. (2005). Gesture and thought. Chicago: University of Chicago Press.Google Scholar
Mohan, B. & Helmer, S. (1988). Context and second language development: Preschoolers’ comprehension of gestures. Applied Linguistics, 9(3), 275292.Google Scholar
Morett, L. M. & Chang, L. Y. (2015). Emphasising sound and meaning: Pitch gestures enhance Mandarin lexical tone acquisition. Language, Cognition and Neuroscience, 30(3), 347353.Google Scholar
Nakatsukasa, K. (2016). Efficacy of recasts and gesture on the acquisition of locative prepositions. Studies in Second Language Acquisition, 38(4), 771799.Google Scholar
Nakatsukasa, K. (2017). Interlocutors’ gender impact on L2 acquisition: Analysis of L2 grammar acquisition via communicative tasks. In Gurzynski-Weiss, L. (ed.), Expanding individual difference research in the interaction approach: Investigating learner, instructor and researcher IDs (pp. 100119). New York: Routledge.Google Scholar
Nakatsukasa, K. (2019). Gesture-enhanced recasts have limited effects: A case of the regular past tense. Language Teaching Research, 126. https://doi.org/10.1177/1362168819870283.Google Scholar
Perry, M., Birch, D. & Singleton, J. (1995). Constructing shared understanding: The role of nonverbal input in learning contexts. Contemporary Legal Issues, 6, 213235.Google Scholar
Repetto, C., Pedroli, E. & Macedonia, M. (2017). Enrichment effects of gestures and pictures on abstract words in a second language. Frontiers in Psychology, 8, 2136.Google Scholar
Roth, W. (2001). Gestures: Their role in teaching and learning. Review of Educational Research, 71(3), 365392.Google Scholar
Roth, W. & Lawless, D. V. (2002a). Signs, deixis, and the emergence of scientific explanations. Semiotica, 138(1–4), 95130.Google Scholar
Roth, W. & Lawless, D. V. (2002b). When up is down and down is up: Body orientation, proximity, and gestures as resources. Language in Society, 31(1), 128.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. 133164). Philadelphia: John Benjamins.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), 595633.Google Scholar
Sime, D. (2006). What do learners make of teachers’ gestures in the language classroom? International Review of Applied Linguistics, 44(2), 211230.Google Scholar
Sime, D. (2008). “Because of her gesture, it’s very easy to understand”: Learner’s perceptions of teachers’ gestures in the foreign language class. In McCafferty, S. G. & Stam, G. (eds.), Gesture in second language acquisition and classroom research (pp. 259279). London: Routledge.Google Scholar
Smotrova, T. (2014). Instructional functions of speech and gesture in the L2 classroom. Unpublished doctoral dissertation, Pennsylvania State University, Pennsylvania.Google Scholar
Smotrova, T. & Lantolf, J. P. (2013). The function of gesture in lexically focused L2 instructional conversations. Modern Language Journal, 97(2), 397416.Google Scholar
Sueyoshi, A. & Hardison, D. M. (2005). The role of gestures and facial cues in second language listening comprehension. Language Learning, 55(4), 661699.Google Scholar
Tellier, M. (2006). L’impact du geste pédagogique sur l’enseignement/apprentissage des langues étrangères: Etude sur des enfants de 5 ans [The impact of pedagogic gesture on teaching/learning foreign languages]. Unpublished doctoral dissertation, Université Paris-Diderot Paris VII, Paris, France.Google Scholar
Tellier, M. (2008). The effect of gestures on second language memorisation by young children. Gesture, 8(2), 219235.Google Scholar
van Compernolle, R. A. & Smotrova, T. (2014). Corrective feedback, gesture, and mediation in classroom language learning. Language and Sociocultural Theory, 1(1), 2547.Google Scholar
Wang, W. (2009). The noticing and effect of teacher feedback in ESL classrooms. Unpublished doctoral dissertation, Michigan State University, East Lansing, MI.Google Scholar
Wang, W. & Loewen, S. (2016). Nonverbal behavior and corrective feedback in nine ESL university-level classrooms. Language Teaching Research, 20(4), 459478.Google Scholar
Yuan, C., González-Fuente, S., Baills, F. & Prieto, P. (2019). Observing pitch gestures favors the learning of Spanish intonation by Mandarin speakers. Studies in Second Language Acquisition, 41(1), 532.Google Scholar
Zhao, J. (2007). Metaphors and gestures for abstract concepts in academic English writing. Unpublished doctoral dissertation, University of Arizona, AZ.Google Scholar

Save book to Kindle

To save this book to your Kindle, first ensure [email protected] 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
×