Cited by 536EFL/ESL Teaching and LearningSecond Language Acquisition and LearningLinguistics and Language Analysis

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Feedback, Noticing and Instructed Second Language Learning

Mackey, Alison·2006·Applied Linguistics

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Abstract

Second language acquisition researchers have claimed that feedback provided during conversational interaction facilitates second language (L2) acquisition. A number of experimental studies have supported this claim, connecting interactional feedback with L2 development. Researchers have suggested that interactional feedback is associated with L2 learning because it prompts learners to notice L2 forms. This study explores the relationships between feedback, instructed ESL learners’ noticing of L2 form during classroom interactions and their subsequent L2 development. Interactional feedback was provided to learners in response to their production problems with questions, plurals, and past tense forms. Learners’ noticing was assessed through on-line learning journals, introspective comments while viewing classroom videotapes, and questionnaire responses. Through a controlled pre-test, post-test design, analyses of noticing and learning were carried out for each learner. The results point to an interesting, complex and positive relationship between interactional feedback in the classroom, the learners’ reports about noticing and their learning of L2 question forms.

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Realizing Corrective Feedback in Task-Based Chatbots Engineered for Second Language Learning
Shin, D., Lee, J. H., & Noh, W. I. (2024) · RELC Journal · doi:10.1177/00336882231221902 · Cited by 10
“Given that CF plays a crucial role in L2 learning by helping learners to notice their errors and produce repaired output (e.g., Long, 1996; Mackey, 2006), it seems crucial to equip customized chatbots with the ability to provide CF to enhance their pedagogical bene ﬁ ts.”
Investigating Learner Engagement with Oral Corrective Feedback: Aims, Methodology, Outcomes
Pawlak, M. (2013) · Second language learning and teaching · doi:10.1007/978-3-319-00461-7_5 · Cited by 10
Learning to improve grammar instruction through comprehensive analysis of past research
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Effects of Explicit Instruction on Incidental Noticing of Metaphorical Word Sequences during a Subsequent Reading Task
Mueller, C. M. (2010) · International Journal of English Studies · doi:10.6018/ijes/2010/1/113991 · Cited by 10
“This triangulation approach was used by Mackey (2006), who examined the effects of feedback on the noticing and learning of English question forms, plurals, and past tense.”
BackgroundMethod
Evaluating the Impact of Blended Learning on Performance and Engagement of Second Language Learners
Jee, R. Y., & O'Connor, G. (2014) · International Journal of Advanced Corporate Learning (iJAC) · doi:10.3991/ijac.v7i3.3986 · Cited by 10
“involve targeted speaking practice and frequent interactional feedback [31,32], which help learners notice mistakes they have been making and produce modified output thereafter [33,34].”
Background
Effects of peer feedback on Taiwanese adolescents’ English speaking practices and development
Chu, R.-X. (2013) · ERA · Cited by 10
The Adoption of Task-Based Language Teaching in Diverse Contexts
Newton, J. (2021) · Cambridge University Press eBooks · doi:10.1017/9781108868327.036 · Cited by 9
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Mixed corrective feedback and the acquisition of third person ‘-s’
Sarandi, H. (2017) · Language Learning Journal · doi:10.1080/09571736.2017.1400579 · Cited by 12
“Interactionists, such as Long (1996) and Gass and Mackey (2006), while not denying the role of language input, assert that CF has at least a facilitative role in the learning process.”
Background
Sprache und Interaktion im Kindergarten. Eine quantitativ-qualitative Analyse der sprachlichen und kommunikativen Kompetenzen von drei- bis sechsjährigen Kindern
Albers, T. (2009) · Pedocs (German Institute for International Educational Research) · doi:10.25656/01:1988 · Cited by 9
“I Understood you, but there was this Pronunciation Thing…”: L2 Pronunciation Feedback in English/French Tandem Interactions
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“Corrective Feedback (CF) has been researched quite extensively when applied to learners receiving feedback from a language instructor in the formal environment of the classroom (Lyster and Ranta 1997, Mackey 1999, 2006, Gass 2003, Lyster et al. 2013).”
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Yaqubi, B., & Rokni, M. P. (2013) · DOAJ (DOAJ: Directory of Open Access Journals) · Cited by 9
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“In particular, of the few classroom studies that have shown recasts to have a strong effect, most of them confounded the effects of recasts by combining them with other feedback or instructional treatments (Ammar & Spada, 2006; Doughty & Varela, 1998; Mackey, 2006; Muranoi, 2000).”
Background
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Yahya, M. Y. (2019) · CentAUR (University of Reading) · doi:10.48683/1926.00089016 · Cited by 14
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“…have addressed the acquisition of different linguistic targets (e.g. R. Ellis, 2007; Kartchava & Ammar, 2014; S. Li, 2014; H. Li & Iwashita, 2021; Mackey, 2006; Yang & Lyster, 2010; Yilmaz, 2012), the linguistic forms examined all belonged to one specific linguistic category (e.g. different…”
AI Enabled Tutor for Accessible Training
Banerjee, A., Lamrani, I., Hossain, S., Paudyal, P., & Gupta, S. K. S. (2020) · Lecture notes in computer science · doi:10.1007/978-3-030-52237-7_3 · Cited by 8
“For second spoken language learners, many research works point out to the positive relationship between feedback given through interaction and the learning performance [19,20].”
Background
Investigando os sons de línguas não nativas: uma introdução
(2021) · Editora da Abralin eBooks · doi:10.25189/9788568990117 · Cited by 8
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Daftarifard, P., Shirazi, M. A., & Maftoon, P. (2011) · DOAJ (DOAJ: Directory of Open Access Journals) · Cited by 8
Impact of Palestinian EFL Teachers' Attitudes toward Oral Errors on Their Students' Attitudes and Choice of Error Treatment Strategies
Firwana, S. S. (2010) · Cited by 8
Learner Understanding of Written Corrective Feedback and Its Relationship with Immediate Uptake and Retention in EFL Classrooms
Kim, J. (2013) · English Teaching · doi:10.15858/engtea.68.3.201309.109 · Cited by 8
“…linguistic information delivered through CF, which emphasizes the significance of the learners' correct understanding of CF in order for the feedback to be effective in L2 learning (C때이1, 2000; Han, 2001; Mackey, 2006; Sachs & P이io, 2007; Qi & Lapkin, Book Centre교보문고 KYOBO 124 Ji Hyun Kim 2001).”
Background
Learning opportunities and outcomes of L2-L2 and L2-HL learner interaction during a collaborative writing task
Henshaw, F. (2013) · Illinois Digital Environment for Access to Learning and Scholarship (University of Illinois at Urbana-Champaign) · Cited by 8
Investigating the Application of Communicative Language Teaching Principles in Primary-Education: A Comparison of CLIL and FL Classrooms
Guzmán-Alcón, I. (2019) · English Language Teaching · doi:10.5539/elt.v12n2p88 · Cited by 8
Gamificar Tareas de Lectura en una Segunda Lengua: un Estudio Preliminar
González, J. P. O. (2019) · Revista de Estudios y Experiencias en Educación · doi:10.21703/rexe.20191836orejudo13 · Cited by 13
Feedback from L1 users – a potential facilitator of L2 use
Marton, E., & MacIntyre, P. D. (2019) · Journal of Multilingual and Multicultural Development · doi:10.1080/01434632.2019.1634721 · Cited by 8
“In contrast, within SLA research, the concept of feedback is defined as a response to a specific segment of L2 use, that is, to an error (Ellis, Loewen, and Erlam 2006; Russell and Spada 2006), a nontarget-like production in the L2 (Li 2010) or production problems in the L2 (Mackey 2006).”
Background
THE LEARNER'S PERSPECTIVE ON ASSESSING AND EVALUATING THEIR ORAL PRESENTATIONS
Miles, R. (2014) · Cited by 8

Authors: Mackey, A.
Affiliations: Georgetown University (US)
Corresponding author: Mackey, Alison
ORCID: Mackey, Alison
Venue: Applied Linguistics
Publisher: Oxford University Press (OUP)
Published: 2006-09-01
Volume: 27
Issue: 3
Pages: 405-430
ISSN: 0142-6001 (ISSN-L)
1477-450X
DOI: 10.1093/applin/ami051
OpenAlex: W2101121875
Cited by: 536
References: 75
Citations by year: 2026: 10 · 2025: 8 · 2024: 14 · 2023: 15 · 2022: 17 · 2021: 61 · 2020: 45 · 2019: 55 · 2018: 26 · 2017: 27 · 2016: 23 · 2015: 25 · 2014: 45 · 2013: 30 · 2012: 37
FWCI: 116.23
Type: journal article
Language: en
Open access: closed
Locations: Applied Linguistics (publishedVersion)
Lancaster EPrints (Lancaster University) (submittedVersion)
Topics: Social Sciences › Arts and Humanities › Language and Linguistics › EFL/ESL Teaching and Learning
Social Sciences › Psychology › Developmental and Educational Psychology › Second Language Acquisition and Learning
Social Sciences › Arts and Humanities › Language and Linguistics › Linguistics and Language Analysis
Keywords: interactional feedback, noticing, second language acquisition, English as a second language, classroom interaction, question forms, plural nouns, past tense, learner journals, introspective reports

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Feedback, Noticing and Instructed Second Language Learning

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