9. Individual differences in working memory, noticing of interactional feedback and L2 development

Mackey, Alison, Philp, Jenefer, Egi, Takako, Fujii, Akiko, Tatsumi, Tomoaki·2002·Language Learning & Language Teaching

DOI 10.1075/lllt.2.12mac

Open this paper in CoChat — free account

The claims and statistics of this paper haven’t been checked yet.

Run the check — free, no account needed. It reads the open-access text and checks the sources it cites.

Integrity signals

Registry

Crossref · 10.1075/lllt.2.12mac

Cites

Statistics

Claims the paper makes

The claims and statistics of this paper haven’t been checked yet.

Run the check — free, no account needed. It reads the open-access text and checks the sources it cites.

Self-check

Percentages, sums and reported differences re-computed from the paper’s own numbers.

The self-check needs the paper’s full text.

AT THE INTERFACE: DYNAMIC INTERACTIONS OF EXPLICIT AND IMPLICIT LANGUAGE KNOWLEDGE
Ellis, N. C. (2005) · Studies in Second Language Acquisition · doi:10.1017/s027226310505014x · Cited by 893
Oral corrective feedback in second language classrooms
Lyster, R., Saito, K., & Sato, M. (2013) · Language Teaching · doi:10.1017/s0261444812000365 · Cited by 741
Recasts in the Adult English L2 Classroom: Characteristics, Explicitness, and Effectiveness
LOEWEN, S., & PHILP, J. (2006) · The Modern Language Journal · doi:10.1111/j.1540-4781.2006.00465.x · Cited by 408
Self-citation
Attention and Memory during SLA
Robinson, P. (2003) · The Handbook of Second Language Acquisition · doi:10.1002/9780470756492.ch19 · Cited by 402
Form‐Focused Instruction: Isolated or Integrated?
SPADA, N., & LIGHTBOWN, P. M. (2008) · TESOL Quarterly · doi:10.1002/j.1545-7249.2008.tb00115.x · Cited by 396
Interaction and instructed second language acquisition
Loewen, S., & Sato, M. (2018) · Language Teaching · doi:10.1017/s0261444818000125 · Cited by 377
Recasts, language anxiety, modified output, and L2 learning
Sheen, Y. (2008) · Language Learning · doi:10.1111/j.1467-9922.2008.00480.x · Cited by 330
THE CASE AGAINST THE CASE AGAINST RECASTS
Goo, J., & Mackey, A. (2013) · Studies in Second Language Acquisition · doi:10.1017/s0272263112000708 · Cited by 271
Self-citation
Aspects of working memory in L2 learning
Juffs, A., & Harrington, M. (2011) · Language Teaching · doi:10.1017/s0261444810000509 · Cited by 249
The Cognition Hypothesis, second language task demands, and the SSARC model of pedagogic task sequencing
Robinson, P. (2015) · Task-Based Language Teaching · doi:10.1075/tblt.8.04rob · Cited by 192
APTITUDE AND SECOND LANGUAGE ACQUISITION
Robinson, P. (2005) · Annual Review of Applied Linguistics · doi:10.1017/s0267190505000036 · Cited by 187
THE ROLES OF PHONOLOGICAL SHORT-TERM MEMORY AND WORKING MEMORY IN L2 GRAMMAR AND VOCABULARY LEARNING
Martin, K. I., & Ellis, N. C. (2012) · Studies in Second Language Acquisition · doi:10.1017/s0272263112000125 · Cited by 181
Eye tracking as a measure of noticing: A study of explicit recasts in SCMC
Smith, B. (2012) · Language Learning & Technology · doi:10.64152/10125/44300 · Cited by 177
Prompts and recasts: Differential effects on second language morphosyntax
Ammar, A. (2008) · Language Teaching Research · doi:10.1177/1362168807086287 · Cited by 141
INTERPRETING RECASTS AS LINGUISTIC EVIDENCE: The Roles of Linguistic Target, Length, and Degree of Change
Egi, T. (2007) · Studies in Second Language Acquisition · doi:10.1017/s0272263107070416 · Cited by 137
Self-citation
Individual Differences in Second Language Learning
Ellis, R. (2004) · The Handbook of Applied Linguistics · doi:10.1002/9780470757000.ch21 · Cited by 126
The Role of Cognitive and Affective Factors in Measures of L2 Writing
Zabihi, R. (2018) · Written Communication · doi:10.1177/0741088317735836 · Cited by 124
Language aptitude and its relationship to instructional effectiveness in second language acquisition
Erlam, R. (2005) · Language Teaching Research · doi:10.1191/1362168805lr161oa · Cited by 123
Task complexity, modality, and working memory in L2 task performance
Cho, M. (2018) · System · doi:10.1016/j.system.2017.10.010 · Cited by 98
Aptitudes, abilities, contexts, and practice
Robinson, P. (2007) · Practice in a Second Language · doi:10.1017/cbo9780511667275.015 · Cited by 69
Why is working memory performance unstable? A review of 21 factors
Blasiman, R. N., & Was, C. A. (2018) · Europe’s Journal of Psychology · doi:10.5964/ejop.v14i1.1472 · Cited by 65
Participation Structure and Incidental Focus on Form in Adult ESL Classrooms
Nassaji, H. (2013) · Language Learning · doi:10.1111/lang.12020 · Cited by 50
Individual Differences, Aptitude Complexes, SLA Processes, and Aptitude Test Development
Robinson, P. (2012) · Second Language Learning and Teaching · doi:10.1007/978-3-642-20850-8_4 · Cited by 39

Authors: Mackey, A., Philp, J., Egi, T., Fujii, A., & Tatsumi, T.
Venue: Language Learning & Language Teaching
Publisher: John Benjamins Publishing Company
Published: 2002-09-27
Pages: 181-209
ISSN: 1569-9471 (ISSN-L)
DOI: 10.1075/lllt.2.12mac
OpenAlex: W2486766417
Cited by: 320
References: 0
FWCI: 39.62
Type: book chapter
Language: en
Open access: closed

About these checks

Registry, retraction, Cites and statistics results are computed, not judged, with one exception: a printed reference that no index lists is read once by a model before it counts as a citation error. Claims are extracted by a model and kept only when their quote appears verbatim in the text; each cited source is then checked, with a model’s help, for whether it says what the claim relies on. Those verdicts can be wrong — read the claim’s quote and the cited source before relying on one.

Statistics and arithmetic are recomputed, not judged.

Confidence bands are shown only for fields calibrated on our annotated test set. None is calibrated yet, so no band is shown.

What counts as a claim ›How we measure confidence ›How we check this ›

Are you an author, or do you see a problem with this page? Request a review