The Role Of Feedback In Second Language Learning Processes

Grant number: DP0450422

Abstract

Teachers spend an inordinate amount of time providing feedback to second language learners on their written work. This research investigation has two stages. Stage one aims to examine the effectiveness of different kinds of feedback, the extent to which learners take notice of the feedback, and the extent to which learners are able to incorporate the feedback into their developing second language systems both in the short term, and the longer term. In the second stage we investigate the success with which the findings from the first stage can be transferred into the classroom context.