• Pajaree Nipaspong Faculty of Archaeology, Silpakorn University




This article reviews related intervention studies on the role of corrective feedback in second language learning. The intervention studies are divided into three main categories – classroom-based, laboratory-based, and computer-based studies – depending on the nature of the treatment settings. Research designs, results from the studies, as well as possible factors influencing the study outcomes are compared and discussed.


Ammar, A. & Spada, N. (2006). One size fits all? Recasts, prompts, and L2 learning.Studies in Second Language Acquisition, 28, 543-574.

Ayoun, D. (2001). The Role of Negative and Positive Feedback in the SecondLanguage Acquisition of the Passé Compose and Imparfait. The ModernLanguage Journal, 85, 226-243.

Carroll, S., & Swain, M. (1993). Explicit and implicit negative feedback: An empiricalstudy of the learning of linguistic generalization. Studies in SecondLanguage Acquisition, 15, 357-386.

DeKeyser, R. (1993). The effect of error correction on L2 grammar knowledge andoral proficiency. Modern Language Journal, 77, 501-514.

Doughty, C., & Varela, E. (1998). Communicative focus on form. In C. Doughty andJ. William (eds.) Focus on form in classroom second languageacquisition (pp. 114-138). Cambridge: Cambridge University Press.

Ellis, R. (2009). Corrective feedback and teacher development.L2 Journal, 1, 3-18.

Ellis, R., Loewen, S., & Erlam, R. (2006).Implicit and explicit corrective feedback andthe acquisition of L2 grammar.Studies in Second Language Acquisition,28, 339-368.

Fukuya, Y., & Zhang, Y. (2002). Effects of recasts on EFL learners’ acquisition of pragmalinguistic conventions of requests. Second Language Studies, 21.Retrieved November 2007 from

House, J. (1996). Developing pragmatic fluency in English as a foreign language: Routines and metapragmatic awareness. Studies in Second LanguageAcquisition, 18, 225-252.

Koike, D.A., & Pearson, L. (2005). The effect of instruction and feedback in thedevelopment of pragmatic competence.System, 33, 481-501.

Krashen, S. (1985).The Input Hypothesis: Issues and implications. London: Longman.

Kubota, M. (1994). The role of Negative Feedback on the Acquisition of the EnglishDative Alternation by Japanese College Students of EFL. Institute forResearch in Language Teaching Bulletin, 8, 1-36.

Leeman, J. (2003). Recasts and second language development: Beyond negativeevidence. Studies in Second Language Acquisition, 25, 37-63.

Loewen, S., & Philp, J. (2006). Recasts in the adult English L2 classroom: Characteristics, explicitness, and effectiveness. Modern LanguageJournal, 90, 536-556.

Long, M., Inagaki, S., & Ortega, L. (1998). The role of implicit negative feedback inSLA: Models and recasts in Japanese and Spanish. Modern LanguageJournal, 82, 357-371.

Lyster, R., & Ranta, L. (1997). Corrective Feedback and Learner Uptake: Negotiationof Form in Communicative Classrooms. Studies in Second LanguageAcquisition, 19, 37-66.

Lyster, R. (1998a). Negotiation of Form, Recasts, and Explicit Correction in Relationto Error Types and Learner Repair in Immersion Classrooms.LanguageLearning, 48, 183-218.

Lyster, R. (1998b). Recasts, repetition, and ambiguity in L2 classroom discourse.Studies in Second Language Acquisition, 20, 55-85.

Lyster, R. (2002). Negotiation in Immersion Teacher-student Interaction.International Journal of Educational Research, 37, 237-253.

Lyster, R. (2004). Differential Effects of Prompts and Recasts in Form-Focused Instruction. Studies in Second Language Acquisition, 26, 399-432.

Lyster, R., & Mori, H. (2006). Interactional feedback and instructional counterbalance.Studies in Second Language Acquisition, 28, 269-300.

Mackey, A.,Gass, S., & McDonough, K. (2000). How Do Learners PerceiveInteractional Feedback? Studies in Second Language Acquisition, 22,471-97.

Mackey, A., & Philp, J. (1998). Conversational interaction and second language development: Recasts, responses, and red herrings? Modern Language Journal, 82, 338-356.

Martinez-Flor, A. (2004). The Effect of Instruction on the Development ofPragmatic Competence in the English as a Foreign Language Context:A Study Based on Suggestions. Doctoral Dissertation. Castello: Universitat Jaume I.

Muranoi, H. (2000). Focus on form through interaction enhancement: Integratingformal instruction into a communicative task in EFL classroom. LanguageLearning, 50, 617-673.

Nicholas, H., Lightbrown, P., & Spada, N. (2001). Recasts as feedback to languagelearners.Language Learning, 51, 719-758.

Panova, I. and Lyster, R. (2002). Patterns of corrective feedback and uptake in anadult ESL classroom.TESOL Quarterly, 36, 573-595.

Rose, K.R., & Ng Kwai-fun, C. (2001). Inductive and deductive teaching of compliments and compliment responses. In K.R. Rose and G. Kasper (eds.) Pragmatics in language teaching (pp. 200-222). Cambridge: Cambridge University Press.

Sanz, C., & Morgan-Short, K. (2004). Positive evidence vs. explicit rule presentationand explicit negative feedback: a computer-assisted study. LanguageLearning, 54, 35-78.

Schmidt, R. (1990). The role of consciousness in second language learning.AppliedLinguistics, 11, 17-46.

Sheen, Y. (2004). Corrective feedback and learner uptake in communicativeclassrooms across instructional settings.Language Teaching Research, 8,263-300.

Suzuki, M. (2003). Corrective Feedback and Learner Uptake in Adult ESLClassrooms.TESOL & Applied Linguistics, 4, 1-21.

Takahashi, S. (2001). The role of input enhancement in developing pragmaticcompetence. In K.R. Rose and G. Kasper (eds.) Pragmatics in languageteaching(pp. 171-199). Cambridge: Cambridge University Press.

Tateyama, Y. (2001). Explicit and implicit teaching of pragmatic routines. In K.R. Roseand G. Kasper (eds.) Pragmatics in language teaching (pp. 200-222).Cambridge: Cambridge University Press.

Washburn, G.N. (2001). Using situation comedies for pragmatic language teachingand learning. TESOL Journal, 10, 21-26.