The DOI matches its Crossref record; 72 of the 75 references it cites were found in a registry or an index.
Feedback, Noticing and Instructed Second Language Learning
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.
Overview
Integrity signals
Registry
Cites
Statistics
Verification
Claims the paper makes
Claims other papers make about this one
Each is checked against this paper’s own text: does it say what the citing paper says it does?
In the citing paper
“Investigation into the effects of interaction on L2 development has been considered a component of instructed second language acquisition (ISLA) (e.g.Mackey 2006;Loewen 2015;Long 2017;VanPatten 2017b), which is concerned with the manipulation of the processes and mechanisms of L2 learning.”
From Interaction and instructed second language acquisition (2018) · cites this paper as Mackey 2006
In the citing paper
“This difficulty is evident from a body of research revealing that learners' attention is drawn to certain features more than others when there is no external manipulation, regardless of the target language (e.g.English : Mackey 2006;French: Ayoun 2001;Japanese: Loschky 1994).”
From Interaction and instructed second language acquisition (2018) · cites this paper as Mackey 2006
In the citing paper
“Mackey also found that while there was some correspondence in the noticing identified by the different measures, there were also discrepancies, leading her to suggest that noticing might be best viewed as a continuum.”
From Interaction and instructed second language acquisition (2018) · cites this paper as Mackey (2006)
In the citing paper
“She found that learners' reports of noticing related to linguistic development in some areas (e.g.questions) but not in others (e.g.past tense).”
From Interaction and instructed second language acquisition (2018) · cites this paper as Mackey (2006)
In the citing paper
“However, there is also evidence to suggest that when the focus on form leads to learners consciously attending to linguistic forms they are more likely to learn what they have attended to (Mackey, 2006).”
From Focus on form: A critical review (2016) · cites this paper as Mackey, 2006
In the citing paper
“but to date there is little evidence to show a consistent direct effect of such noticing on acquisition (see, for example, Mackey (2006).”
From Focus on form: A critical review (2016) · cites this paper as Mackey (2006)
Citations
Cites
The Role of Consciousness in Second Language Learning1
SCHMIDT, R. W. (1990) · Applied Linguistics · doi:10.1093/applin/11.2.129 · Cited by 5,435
The Role of the Linguistic Environment in Second Language Acquisition
Long, M. H. (1996) · Handbook of Second Language Acquisition · doi:10.1016/b978-012589042-7/50015-3 · Cited by 3,927
CORRECTIVE FEEDBACK AND LEARNER UPTAKE: Negotiation of Form in Communicative Classrooms
Lyster, R., & Ranta, L. (1997) · Studies in Second Language Acquisition · doi:10.1017/s0272263197001034 · Cited by 2,629
(1995) · Medical Entomology and Zoology · Cited by 1,917
Native speaker/non-native speaker conversation and the negotiation of comprehensible input1
Long, M. H. (1983) · Applied Linguistics · doi:10.1093/applin/4.2.126 · Cited by 1,433
THE ROBUSTNESS OF CRITICAL PERIOD EFFECTS IN SECOND LANGUAGE ACQUISITION
DeKeyser, R. M. (2000) · Studies in Second Language Acquisition · doi:10.1017/s0272263100004022 · Cited by 1,432
SWAIN, M., & LAPKIN, S. (1995) · Applied Linguistics · doi:10.1093/applin/16.3.371 · Cited by 1,407
Schmidt, R. (2001) · Cognition and Second Language Instruction · doi:10.1017/cbo9781139524780.003 · Cited by 1,322
Second language research methods
Seliger, H. W., & Shohamy, E. (1989) · Virtual Defense Library (Ministerio de Defensa) · Cited by 1,071
Stimulated Recall Methodology in Second Language Research
Gass, S. M., Gass, S. M., Mackey, A., & Mackey, A. (2013) · Routledge eBooks · doi:10.4324/9781410606006 · Cited by 969
Self-citation
Research works printed but not linked: 11
- Long, M. H. 2006. ‘Recasts in SLA: The story so far’ in Problems in SLA. Mahwah, NJ: Lawrence Erlbaum Associates (Chapter Four).
- Long, M. H. and P. Robinson.1998. ‘Focus on form: Theory, research, process’ in C. Doughty and J. Williams (eds): Focus on Form in Classroom Second Language Acquisition. Cambridge: Cambridge University Press, pp. 15–41.
- Mackey, A. in press. ‘The relationship between conversational interaction and second language acquisition’ in A. Mackey (ed.): Conversational Interaction in Second Language Acquisition: A Collection of Empirical Studies. Oxford: Oxford University Press (Chapter One).
- Miyake, A. and N. F. Friedman.1998. ‘Individual differences in second language proficiency: Working memory as “language aptitude” ’ in A. E. Healy and L. E. Bourne (eds): Foreign Language Learning: Psycholinguistic studies on training and retention. Mahwah, NJ: Erlbaum, pp. 339–64.
- Packard, J. L. 1991. ‘Implications for classroom-based research of various research designs’ in B. F. Freedman (ed.): Foreign Language Acquisition Research and the Classroom. Lexington, MA: D.C. Heath and Company, pp. 354–62.
- Pienemann, M. and M.Johnston.1987. ‘Factors influencing the development of language proficiency’ in D. Nunan (ed.): Applying Second Language Acquisition Research. Adelaide: National Curriculum Resource Centre, AMEP, pp. 45–141.
- Roberts, M. 1995. ‘Awareness and the efficacy of error correction’ in R. Schmidt (ed.): Attention and Awareness in Foreign Language Learning (Tech. Rep. #9), Honolulu, HI: University of Hawai’I, pp. 162–82.
- Schmidt, R. 1995. ‘Consciousness and foreign language learning: A tutorial on the role of attention and awareness in learning’ in R. Schmidt (ed.): Attention and Awareness in Foreign Language Learning. Honolulu: University of Hawai’i, Second Language Teaching and Curriculum Center, pp. 1–63.
- Schmidt, R. and S. Frota.1986. ‘Developing basic conversational ability in a second language: A case study of an adult learner of Portuguese’ in R. Day (ed.): ‘Talking to learn’: Conversation in second language acquisition. Rowley, MA: Newbury House, pp. 237–326.
- Silver, R. E. 2000. ‘Input, output, and negotiation: Conditions for second language development’ in B. Swierzbin, F. Morris, M. E. Anderson, C. A. Klee, and E. Tarone (eds): Social and Cognitive Factors in Second Language Acquisition: Selected proceedings of the 1999 Second Language Research Forum. Somerville, MA: Cascadilla, pp. 345–71.
- Swain, M. 1998. ‘Focus on form through conscious reflection’ in C. Doughty and J. Williams (eds): Focus on Form in Classroom Second Language Acquisition. Cambridge: Cambridge University Press.
Cited by
Sorted by citations
Items 201–300 of 534
English language learners in focus : predictors of English proficiency and academic achievement.
Ardasheva, Y. (2010) · doi:10.18297/etd/45 · Cited by 8
“These findings are consistent with theoretical (Robinson, 1995; Schmidt, 1990) and empirical (e.g., Long, Inagaki, & Ortega, 1997; Mackey, 2006) SLA research suggesting that conscious learner behaviors such as noticing and focused attention facilitate L21earning.”
ResultTeachers' Reactions to Foreign Language Learner Output
Vicente-Rasoamalala, L. (2009) · Tesis Doctorals en Xarxa (Consorci de Serveis Universitaris de Catalunya) · Cited by 8
Pladevall‐Ballester, E., Puig‐Mayenco, E., & Capdevila, M. (2024) · Language Teaching Research · doi:10.1177/13621688241267367 · Cited by 9
Dupuy, B. C., & Grosbois, M. (2020) · doi:10.14705/rpnet.2020.44.9782490057757 · Cited by 12
From Input to Intake: Researching Learner Cognition
Badger, R. G. (2018) · TESOL Quarterly · doi:10.1002/tesq.448 · Cited by 7
“Spoken and written intake depend on “learners’ internal processing” (Mackey 2006: 424).”
BackgroundMethodThe Role of Training in Feedback Provision and Effectiveness
Kartchava, E. (2021) · Cambridge University Press eBooks · doi:10.1017/9781108589789.029 · Cited by 8
The Psycholinguistics of Task-Based Performance
Skehan, P. (2021) · Cambridge University Press eBooks · doi:10.1017/9781108868327.002 · Cited by 9
Using grammar consciousness-raising tasks to enhance students’ narrative tenses competence
Tilahun, S., Simegn, B., & Emiru, Z. (2022) · Cogent Education · doi:10.1080/2331186x.2022.2107471 · Cited by 7
“By the same token, brief grammar explanation is essential when there is inadequate understanding and misunderstanding (Ellis, 2002), and providing learners with a short guidance is paramount (Mackey, 2006).”
BackgroundPica, T. (2010) · ScholarlyCommons (University of Pennsylvania) · Cited by 7
Focus on Italian Verbal Morphology in Multilingual Classes
Whittle, A., & Lyster, R. (2015) · Language Learning · doi:10.1111/lang.12131 · Cited by 8
Faqeih, H. I. (2012) · White Rose eTheses Online (University of Leeds, The University of Sheffield, University of York) · Cited by 7
Alnatheer, A. A. (2013) · Cited by 7
Preface The Origins and Growth of Task-Based Language Teaching
Long, M. H., & Ahmadian, M. J. (2021) · Cambridge University Press eBooks · doi:10.1017/9781108868327.001 · Cited by 9
Teachers’ professional development shaped through self-reflection using video-stimulated recall
Williams, G. W., & Nel, B. P. (2023) · African Journal of Teacher Education and Development · doi:10.4102/ajoted.v2i1.21 · Cited by 6
“In teaching, noticing cannot be considered an incidental activity (Mackey 2006).”
BackgroundDirectives to read for self-correction in peer-tutoring consultations for L2 writing
Ro, E., & Kim, H. (2023) · Linguistics and Education · doi:10.1016/j.linged.2023.101205 · Cited by 6
Edmison, B., Edwards, S., & Pérez-Quiñones, M. A. (2017) · IFAC Symposium on Advances in Control Education · doi:10.1145/3013499.3013509 · Cited by 8
“feedback can impact students in different ways [20,21].”
BackgroundThe effects of group set-up on participation and learning in discussion forums
Schenker, T. (2019) · Computer Assisted Language Learning · doi:10.1080/09588221.2019.1634103 · Cited by 6
“When one speaker does not understand the other or has difficulties expressing something, different types of feedback such as comprehension check, recast, or clarification requests (Gass & Mackey, 2007) may help a speaker understand where the source of the misunderstanding lies (Mackey, 2006).”
BackgroundTeacher Constructed Corrective Feedback Enhancing Students Writing Skills in EFL Classroom
Elumalai, K. V. (2019) · Advances in Language and Literary Studies · doi:10.7575/aiac.alls.v.10n.5p.103 · Cited by 6
“Mackey (2006) investigates that whether it shows a relationship between noticing of L2 forms in the corrective feedback and the learners output.”
BackgroundKhoram, A., Bazvand, A. D., & SARHAD, J. S. (2020) · Eurasian Journal of Applied Linguistics · doi:10.32601/ejal.710205 · Cited by 9
Connecting Teacher Training to Task-Based Language Teaching Implementation
Bryfonski, L. (2021) · Cambridge University Press eBooks · doi:10.1017/9781108868327.027 · Cited by 7
Child Interaction in Task-Supported EFL/CLIL Contexts
Mayo, M. D. P. G. (2021) · Cambridge University Press eBooks · doi:10.1017/9781108868327.023 · Cited by 6
Constructive-Feedback: An Educational District Forma Theory to Practice in ELF Teacher Education
Pourmandnia, D., & Behfrouz, B. (2014) · International Letters of Social and Humanistic Sciences · doi:10.18052/www.scipress.com/ilshs.41.123 · Cited by 6
“In this sense, Mackey (2006) conducted an experiment focusing on the probable effectiveness of OCF on learners’ ability in noticing linguistic structures in SL context.”
MethodExploring the learning potential of models with secondary school EFL learners
Ramón, F. M. (2019) · Revista Española de Lingüística Aplicada/Spanish Journal of Applied Linguistics · doi:10.1075/resla.00013.mon · Cited by 6
Enhancing Writing Skills via Mobile Learning and Wikis
Vurdien, R. (2019) · Advances in educational technologies and instructional design book series · doi:10.4018/978-1-7998-1282-1.ch005 · Cited by 6
The efficacy of a reading aloud task in the teaching of pronunciation
Martínez‐Adrián, M. (2014) · The Journal of English Studies · doi:10.18172/jes.2825 · Cited by 8
“…and laboratory contexts have shown that oral corrective feedback facilitates L2 acquisition (Doughty and Varela 1998; Ayoun 2001; Leeman 2003; McDonough 2005; Mackey 2006), as it can lead to notice errors produced and to formulate hypotheses about the target language forms (Gass and Mackey 2007).”
BackgroundLanguage Engagement at the Level of Syntax: Assessing Metatalk and Task Types in SLA
Ansarin, A. A., & Mohamadi, Z. (2013) · International Journal of Applied Linguistics & English Literature · doi:10.7575/aiac.ijalel.v.2n.4p.142 · Cited by 6
“However, several studies suggested that by focusing on communicative aspects, one cannot guarantee a sufficient development of target like competency (Mackey, 2006; Ellis, 2001).”
Interactional Feedback and the Impact of Attitude and Motivation on Noticing L2 Form
Bassiri, M. A. (2011) · English Language and Literature Studies · doi:10.5539/ells.v1n2p61 · Cited by 9
“This approach for operationalizing noticing has been used in a number of prior research projects (Mackey, 2000, 2006; Mackey & Philp, 1998; Silver 2000).”
BackgroundMethodInfluentialThe Social Costs in Communication Hiccups Between Native and Nonnative Speakers
Au, T. K.-F., Kwok, A. F.-P., Tong, L., Cheng, L., Tse, H. M., & Jun, S. (2017) · Journal of Cross-Cultural Psychology · doi:10.1177/0022022116687852 · Cited by 6
“Without corrective feedback, nonnative speakers may be less likely, or at least slower, to correct mispronunciations, particularly for contrasts that do not exist in their first language (e.g., Mackey, 2006).”
BackgroundZhao, W. (2015) · eScholarship@McGill (McGill) · doi:10.82308/23483 · Cited by 6
Lira-Gonzales, M.-L., Nassaji, H., de Tejeda, M. L., Vasquez, D., & Saenz, K. (2024) · Language Teaching Research · doi:10.1177/13621688241248440 · Cited by 14
“Following past studies (e.g. Loewen, 2004; Mackey, 2006; Mackey & Oliver, 2002; Nassaji, 2007, 2013) students’ language proficiency was determined by the institutional placement test.”
Types of Recasts (Full and Partial) and Grammatical Structures by Basic Level EFL Iranian Learners
Elhami, A., & Roshan, A. (2016) · International Journal of English Linguistics · doi:10.5539/ijel.v6n3p176 · Cited by 5
“Mackey (2006) maintains that recast may function differently over different grammar structures.”
BackgroundLa comparaison L2-L3, un tremplin vers l'acquisition trilingue
Bono, M. (2007) · Cited by 5
Oral corrective feedback in language teaching: A historical perspective
Ellis, R. (2017) · Avances en educación y humanidades · doi:10.21897/25394185.1482 · Cited by 7
“Mackey (2006), for example, reported that learners who received corrective feedback while performing a communicative task reported a much higher level of noticing of three target structures than other learners who performed the task without corrective feedback but that the level of noticing varied considerably accordi…”
BackgroundNoticing without negotiation?: What L2 Spanish learners report hearing in peer-produced language
Peace, M. M. (2019) · IRAL - International Review of Applied Linguistics in Language Teaching · doi:10.1515/iral-2017-0116 · Cited by 5
The Output Hypothesis and Its Implications for Language Teaching
Sun, W. (2020) · Journal of Advances in Education Research · doi:10.22606/jaer.2020.53005 · Cited by 9
“Later, further studies provided supporting evidence for the impact of modified output on the learning of question forms and simple past tense (McDonough, 2005; MacDonough & Mackey, 2006; Mackey, 2007).”
BackgroundL2 writing as a scaffold for L2 speaking accuracy
Sletova, N. (2023) · International Journal of Applied Linguistics · doi:10.1111/ijal.12458 · Cited by 5
EFL Learners’ Consciousness-Raising through a Corpus-Based Approach
홍신철 (2010) · English Teaching · doi:10.15858/engtea.65.1.201003.57 · Cited by 5
The effect of C-R activities on personal pronoun acquisition
Cheah, S. M., & Maarof, N. (2010) · Procedia - Social and Behavioral Sciences · doi:10.1016/j.sbspro.2010.03.819 · Cited by 5
THE RELEVANCE OF ATTENTION TO L2 FORM IN COMMUNICATIVE CLASSROOM CONTEXTS
Mayo, M. D. P. G. (2011) · Elia · Cited by 5
Methodology of Task-Based Language Teaching
Ellis, R., Skehan, P., Li, S., Shintani, N., & Lambert, C. (2019) · Cambridge University Press eBooks · doi:10.1017/9781108643689.013 · Cited by 6
Methodological Approaches to Investigating Task-Based Language Teaching
Révész, A. (2021) · Cambridge University Press eBooks · doi:10.1017/9781108868327.034 · Cited by 5
Evaluating Task-Based Language Programs
Norris, J. M., & Davis, J. M. (2021) · Cambridge University Press eBooks · doi:10.1017/9781108868327.030 · Cited by 5
Effects of Negotiated Interaction on Mongolian-nationality EFL Learners’ Spoken Output
Li, X. (2012) · English Language Teaching · doi:10.5539/elt.v5n6p119 · Cited by 5
Gholami, J., & Talebi, Z. (2012) · International Journal of Physical and Social Sciences · Cited by 5
Chen, W. (2008) · OakTrust (Texas A&M University Libraries) · Cited by 5
Explicit Learning in Second Language Acquisition
Muñoz, C. (2012) · The Encyclopedia of Applied Linguistics · doi:10.1002/9781405198431.wbeal0405 · Cited by 5
Recasts revisited: The role of recasts in error detection and correction by adult ESL students
Hawkes, L. (2007) · UVic’s Research and Learning Repository (University of Victoria) · Cited by 5
Roshan, S. (2017) · Tuwhera (Auckland University of Technology) · Cited by 5
Negotiation of Meaning Versus Negotiation of Form
Suzuki, W. (2018) · Wiley eBooks · doi:10.1002/9781118784235.eelt0085 · Cited by 5
Ellis, R., Skehan, P., Li, S., Shintani, N., & Lambert, C. (2019) · Cambridge University Press eBooks · doi:10.1017/9781108643689.009 · Cited by 5
Emotional dimensions of feedback: How AI and human responses shape ESL learning outcomes
Shahini, A. (2025) · Ampersand · doi:10.1016/j.amper.2025.100235 · Cited by 6
Serafini, E. J. (2021) · Cambridge University Press eBooks · doi:10.1017/9781108868327.005 · Cited by 5
Kavak, V. İ., & Kırkgöz, Y. (2023) · Language policy · doi:10.1007/978-3-031-38754-8_11 · Cited by 4
Incidental Focus on Form and Uptake in Different Proficiency Levels of Iranian Students
Dastyar, B., & Khodabakhsh, M. R. (2013) · Journal of Language Teaching and Research · doi:10.4304/jltr.4.3.520-529 · Cited by 4
“…focus on form by individualized post -test and based on the ability of learners to notice the teacher‟s feedback or in formation but uptake is also another way of measuring incidental focus on form which is claimed by different researchers (Ellis 2001; Mackey 2006) to be an indicative of noticing .”
BackgroundTHE ROLE OF NOTICING AND WORKING MEMORY CAPACITY IN L2 ORAL PERFORMANCE
Bergsleithner, J. M. (2011) · Organon · doi:10.22456/2238-8915.28841 · Cited by 4
“So far, there have been still few studies about (a) the relationship between noticing and WM capacity (Bergsleithner, 2007; Mackey et al, 2002; Robinson, 1995, 1996a, 1996b, 1997, 2001, 2002a), and perhaps only one on (b) WM, noticing of interactional feedback and L2 devel- 220 opment (Mackey et al, 2002), and one on…”
BackgroundChen, X. (2013) · ProQuest LLC eBooks · Cited by 4
Goo, J. (2019) · Cambridge University Press eBooks · doi:10.1017/9781108333603.011 · Cited by 4
Feedback strategies for form and meaning in a real-life language tutoring system
Ziai, R., Rudzewitz, B., Kuthy, K. D., Nuxoll, F., & Meurers, D. (2018) · Cited by 4
Corrective Feedback and Affect
Goo, J., & Takeuchi, T. (2021) · Cambridge University Press eBooks · doi:10.1017/9781108589789.034 · Cited by 6
Cognitive Theoretical Perspectives of Corrective Feedback
Leow, R. P., & Driver, M. Y. (2021) · Cambridge University Press eBooks · doi:10.1017/9781108589789.004 · Cited by 8
What characteristics of recasts facilitate accurate perception when overheard by true beginners?
Kamiya, N. (2021) · Language Teaching Research · doi:10.1177/13621688211057529 · Cited by 4
“Nevertheless, there are studies that have found a positive relationship between noticing and learning from CF (e.g. Alcón & García Mayo, 2008; Egi, 2007b; Mackey, 2006; Nabei & Swain, 2002).”
The impact of implementing visual grammar on learning participle adjectives by EFL learners
Qadha, A. M. H., & Al-Wasy, B. Q. (2022) · PSU Research Review · doi:10.1108/prr-02-2022-0017 · Cited by 4
Relative Effects of Prompts and Recasts on the Development of Implicit and Explicit L2 Knowledge
조혜원 (2012) · English Teaching · doi:10.15858/engtea.67.4.201212.57 · Cited by 4
Effectiveness of peer-mediated learning for English language learners: A meta-analysis
Cole, M. W. (2018) · Research Ideas and Outcomes · doi:10.3897/rio.4.e29375 · Cited by 4
The Effect of Recast on Iranian EFL Learners’ Writing Achievement
Zabihi, S. (2013) · International Journal of Applied Linguistics & English Literature · doi:10.7575/aiac.ijalel.v.2n.6p.28 · Cited by 4
“Mackey (2006) defines recast as a target-like model aimed at correcting students’ wrong sentences.”
BackgroundL2 Learners’ Proficiency Development through Noticing Feedback
Alavi, S. S., Foo, T. C. V., & Amini, M. (2015) · International Journal of Multicultural and Multireligious Understanding · doi:10.18415/ijmmu.v2i5.24 · Cited by 4
“It is also difficult to draw conclusions about the link between noticing and learning from the studies that examined noticing as a function of learner recall (Egi, 2007b; Mackey, 2006; Nabei & Swain, 2002; Ammar & Sato, 2010b) and/ or uptake (Mackey, 2006; Taddarth, 2010) alone.”
BackgroundMethodResultInfluentialLong, M. H., Grañena, G., & Yılmaz, Y. (2016) · BRILL eBooks · doi:10.1163/9789004323865 · Cited by 4
Jing, W. (2014) · D-Scholarship@Pitt (University of Pittsburgh) · Cited by 4
Hepford, E. (2017) · TUScholarShare (Temple University) · Cited by 4
Suh, B. R. (2010) · DigitalGeorgetown (Georgetown University Library) · Cited by 4
5. Evaluating and adapting existing materials
(2014) · John Benjamins Publishing Company eBooks · doi:10.1075/z.190.05ch5 · Cited by 3
Cognitive-Interactionist Perspectives
Ellis, R., Skehan, P., Li, S., Shintani, N., & Lambert, C. (2019) · Cambridge University Press eBooks · doi:10.1017/9781108643689.006 · Cited by 3
Oliver, R., & Sato, M. (2021) · Cambridge University Press eBooks · doi:10.1017/9781108868327.024 · Cited by 3
Exploring the Nuts and Bolts of Task Design
Samuda, V., & Bygate, M. (2021) · Cambridge University Press eBooks · doi:10.1017/9781108868327.016 · Cited by 3
Noticing: Its Impact on Adult Users of English in a Non-Native Context
Agor, J. T. (2019) · Education Quarterly Reviews · doi:10.31014/aior.1993.02.03.97 · Cited by 3
L2 English learners’ knowledge of figurative meaning senses of phrasal verbs
Kang, D.-M. (2021) · Review of Cognitive Linguistics · doi:10.1075/rcl.00080.kan · Cited by 3
Recasts, prompts and noticing: A comparative study
Chin, C. S., Pillai, S., & Zainuddin, S. Z. (2021) · Studies in English Language and Education · doi:10.24815/siele.v8i2.18546 · Cited by 4
“Different types of CF may be associated with different levels of noticing (Kim & Han, 2007; Lyster, 1998a, 1998b; Lyster & Ranta, 1997; Mackey, 2006; Mackey et al., 2007; Mackey et al., 2000; Nassaji, 2009; Panova & Lyster, 2002; Yoshida, 2010).”
BackgroundTask-Based Telecollaborative Exchanges between US and Italian Students
Nuzzo, E., & Velásquez, D. C. (2021) · Cambridge University Press eBooks · doi:10.1017/9781108868327.015 · Cited by 3
Designing Pedagogic Tasks for Refugees Learning English to Enter Universities in the Netherlands
Gök, S. Ö., & Michel, M. C. (2021) · Cambridge University Press eBooks · doi:10.1017/9781108868327.017 · Cited by 3
Long, M. H. (2021) · Cambridge University Press eBooks · doi:10.1017/9781108868327.010 · Cited by 4
Narayan, R., & Goundar, P. R. (2024) · European Journal of Foreign Language Teaching · doi:10.46827/ejfl.v8i1.5181 · Cited by 3
Horgues, C., & Scheuer, S. (2018) · Alterstice Revue internationale de la recherche interculturelle · doi:10.7202/1052609ar · Cited by 3
“Par ailleurs, comme dans le cas de la rétroaction fournie par l’enseignant ou en salle de classe (Ellis, Loewen et Erlam, 2006 ; Gass, 2003 ; Lyster et Ranta, 1997 ; Mackey, 2006), il arrive également qu’une erreur soit relevée mais pas rectifiée dans le tour de parole de l’apprenant (uptake).”
BackgroundShaqaqi, M., & Soliemani, H. (2018) · DOAJ (DOAJ: Directory of Open Access Journals) · doi:10.30479/jmrels.2019.10230.1269 · Cited by 3
Training Students in Peer Interaction and Peer Feedback to Develop Competence in L2 forms
Okyar, H. (2019) · PASAA · doi:10.58837/chula.pasaa.58.1.4 · Cited by 3
“Therefore, the findings can be seen both as a reminder of Schmidt ̳s Noticing Hypothesis (1990, 2012), which emphasizes the crucial role of noticing for the learning of the target language forms, and as a support of prior studies that highlight the positive link between CF, noticing and development of the L2 (e.g. Gas…”
BackgroundResultWritten Corrective Feedback on the Use of Conjunctions among Malaysian ESL Learners
Lee, E. Y. C., & Sim, T. S. (2019) · AJELP The Asian Journal of English Language and Pedagogy · doi:10.37134/ajelp.vol7.1.2.2019 · Cited by 3
Recasts, Modified Output and L2 Development: A Case of Persian EFL Learners
Rassaei, E., Moinzadeh, A., & Youhanaee, M. (2012) · English Language and Literature Studies · doi:10.5539/ells.v2n1p100 · Cited by 3
“In this regard, a number of researchers (Egi, 2007; Mackey, 2006) suggested that learners’ identification of errors, especially noticing the gap between their incorrect utterance and target-like forms precipitates the integration of new forms introduced by corrective feedback into learners’ developing system.”
BackgroundL2 Learner Perceptions of Interactional Feedback
Lorincz, K. (2014) · Cited by 3
COGNITIVE STYLE, AWARENESS, AND LEARNERS’ INTAKE AND PRODUCTION OF GRAMMATICAL STRUCTURES
Maftoon, P., & Rezaie, G. (2013) · Journal of Universal Language · Cited by 3
Green, K. (2016) · Advances in Language and Literary Studies · doi:10.7575/aiac.alls.v.7n.5p.70 · Cited by 3
“Paying attention to form and structure of utterances, checking the listener’s response and self-correcting mistakes aid retention and progress in L2 acquisition (Adam 2003, Mackey 2006, Schmidt 1990).”
BackgroundAlnasser, S. M. N. (2018) · Universal Journal of Educational Research · doi:10.13189/ujer.2018.060804 · Cited by 3
Adolescent ELLs Improve Their Academic English while Learning about the UN Online
Ebsworth, M., Cai, C., & McCoy, L. (2019) · Languages · doi:10.3390/languages4010009 · Cited by 3
Masoni, L. (2019) · Glottodidactica · doi:10.14746/gl.2019.46.2.08 · Cited by 3
“A sense of ‘what sounds right’ can be developed also through conscious ‘noticing’ (Mackey 2006) of linguistic forms that appear frequently in native use.”
BackgroundEllis, R., Skehan, P., Li, S., Shintani, N., & Lambert, C. (2019) · Cambridge University Press eBooks · doi:10.1017/9781108643689.012 · Cited by 3
Is Willingness to Communicate Associated With More Positive Online Chat Experiences?
Mueller, C. M., & Walzen, A. (2020) · JALT Journal · doi:10.37546/jaltjj42.2-1 · Cited by 3
“While interacting, learners often receive corrective feedback, which has been shown to have a positive and lasting effect on L2 learning (Li, 2010) due to its promotion of greater noticing of target forms in the input (Mackey, 2006).”
BackgroundHuang, Q. (2021) · Frontiers in Psychology · doi:10.3389/fpsyg.2021.756853 · Cited by 8
“Such exercises may permit students to better observe L2 input (Mackey, 2006), assisting construct assets by including explicit language encounters coming from relational communications that gather social principle of students (Gregersen et al., 2014).”
BackgroundA Psycholinguistically Motivated Methodology for Task-Based Language Teaching
Grañena, G., & Yılmaz, Y. (2021) · Cambridge University Press eBooks · doi:10.1017/9781108868327.018 · Cited by 5
Corrective Feedback In Eap Speaking Class
Rohmah, D. W. M., & Halim, A. (2023) · Journal on Education · doi:10.31004/joe.v5i3.1411 · Cited by 3
“necessary for their language development (Mackey, 2002, 2004; MacKey, 2006).”
BackgroundMa, X. (2020) · DigitalGeorgetown (Georgetown University Library) · Cited by 3
Asari, Y. (2015) · Cited by 2
Metadata
- 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
- 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
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
