Improving Second Language Speaking Proficiency via Interactional Feedback

Abstract

Researchers have suggested that interactional feedback is associated with foreign/second language learning because it prompts learners to notice foreign/second language forms. Using Vygotsky’s zone of proximal development and Long’s interaction hypothesis as conceptual frameworks, this study explores the use of systematic explicit feedback to undergraduates… (More)
DOI: 10.4018/javet.2010100102

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