The role of feedback in second language learning processes (2004-2006)
Assoc. Professor Neomy Storch and Professor Gillian Wigglesworth
ARC Discovery Project DP0450422
Teachers spend an inordinate amount of time providing feedback to second language learners on their written work. This research investigation had two stages. Stage one examined 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. The second stage investigated the success with which the findings from the first stage could be transferred into the classroom context.