This exploratory study examined the spontaneous use of gestures occurring in general as well as the corrective behaviour of two English for academic purposes (EAP) teachers at a Canadian university. Data were collected by way of an interview, lesson observation, and a stimulated recall session. Prior to the observation, each teacher was…

This study investigated the relationship between pre-service English-as-a-second-language (ESL) teachers' pedagogical beliefs and their actual teaching practices. To determine the nature of this relationship, 99 teachers-in-training with little or no teaching experience were asked to complete a questionnaire seeking information about their…

This study compared the beliefs college-level students hold about corrective feedback in different learning contexts: English as a second language (Canada, n = 197) and English as a foreign language (Russia, n = 224). The participants completed a 40-item questionnaire that dealt with various aspects of feedback found in the literature. While the…

The goal of this study was to determine whether learner beliefs regarding corrective feedback mediate what is noticed and learned in the language classroom. The participants were four groups of high-beginner college-level francophone English as a second language learners and their teachers. Each teacher was assigned to a treatment condition that…

This quasi-experimental study investigated the noticeability and effectiveness of three corrective feedback (CF) techniques (recasts, prompts and a combination of the two) delivered in the language classroom. The participants were four groups of high-beginner college level francophone learners of English as a second language (ESL) (n = 99) and…