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All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year Sort by creator [A → Z]' creator [Z → A]' publishing year ↑ (asc)' publishing year ↓ (desc)' title [A → Z]' title [Z → A]' Simple Search Hits 1 – 7 of 7 1 LTR_17-0148_Appendices_Jan_24_2019 – Supplemental material for The role of recasts and negotiated prompts in an FL learning context in China with non-English major university students ... Huifang Lydia Li; Iwashita, Noriko. - : SAGE Journals, 2019 BASE Show details 2 The role of recasts and negotiated prompts in an FL learning context in China with non-English major university students ... Huifang Lydia Li; Iwashita, Noriko. - : Figshare, 2019 BASE Show details 3 The role of recasts and negotiated prompts in an FL learning context in China with non-English major university students ... Huifang Lydia Li; Iwashita, Noriko. - : Figshare, 2019 BASE Show details 4 LTR_17-0148_Appendices_Jan_24_2019 – Supplemental material for The role of recasts and negotiated prompts in an FL learning context in China with non-English major university students ... Huifang Lydia Li; Iwashita, Noriko. - : SAGE Journals, 2019 BASE Show details 5 Teachers' perceptions of learner engagement in L2 classroom task-based interaction Dao, Phung; Mai Xuan Nhat Chi Nguyen,; Iwashita, Noriko. - : Routledge, 2019 BASE Show details 6 Development of English question formation in the EFL context of China: recasts or prompts? Li, Huifang (Lydia); Iwashita, Noriko. - : John Benjamins Publishing, 2019 Abstract: This experimental classroom study investigates the effects of two feedback types on English question formation. Ninety Chinese learners were randomly assigned to either one of two experimental groups (recasts or prompts) or the control group. Between the pre- and posttests, the learners in the experimental groups received the assigned type of feedback that addressed their production of questions during task-based interaction. The effects of the feedback were measured by calculating whether there was an increase in production frequency of targeted question types. The results showed that (1) neither feedback type was effective in increasing the learners' production of Stage-5 questions, and (2) both feedback types were valuable in improving the learners' production of accurate questions, but recasts yielded a larger effect than prompts. These findings provide further evidence of feedback usefulness in L2 learning and shed light on English question formation via the pedagogical tool of corrective feedback. Keyword: 3204 Developmental and Educational Psychology; 3304 Education; 3310 Linguistics and Language; 3315 Communication URL: https://espace.library.uq.edu.au/view/UQ:edee61c BASE Hide details 7 The role of recasts and negotiated prompts in an FL learning context in China with non-English major university students Li, Huifang (Lydia); Iwashita, Noriko. - : SAGE Publications, 2019 BASE Show details

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