Previous studies on lexical focus on form (FonF) have mostly centred on FonF in reading with a few pre-selected lexical items. This study investigated the contribution of oral incidental FonF to developing learners' lexical knowledge in a free discussion EFL class. Incidental FonF was provided to 15 upper-intermediate learners who participated in…

This study investigated the effects of direct and indirect WCF on students' revision accuracy as well as on new pieces of writing over time. Intermediate level pre-faculty university students were divided randomly into four groups: direct, underlining only, underlining metalinguistic, and a control group. They produced two texts from two different…

This article presents the findings of a study that investigated (1) the extent to which written corrective feedback (CF) can help advanced L2 learners, who already demonstrate a high level of accuracy in two functional uses of the English article system (the use of "a" for first mention and "the" for subsequent or anaphoric mentions), further…

Many culturally and linguistically diverse (CLD) students with specific learning disabilities (SLD) struggle with the writing process. Particularly, they have difficulties developing and expanding ideas, organizing and elaborating sentences, and revising and editing their compositions (Graham, Harris, & Larsen, 2001; Myles, 2002). Computer graphic…

While the noticing function of output has been increasingly researched by a number of applied linguists, the nature of such noticing and its effect on subsequent learning in the context of EFL writing have not been fully investigated. In a four-stage writing task consisting of output, comparison, and two revisions, this study examined what…