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This study investigated three techniques designed to increase the chances that second language (L2) readers look up and learn unfamiliar words during and after reading an L2 text. Participants in the study, 137 college students in Belgium (L1 = Dutch, L2 = German), were randomly assigned to one of four conditions, forming combinations of two between-subject factors: ± prereading test announcement and ± postreading vocabulary task. Comprehension questions were used to direct participants' attention to half of the 16 target words in this study, creating the within-subject factor (word relevance). Participants accomplished the experimental tasks at computers. They could look up the meaning of unfamiliar words in an online dictionary. The dependent variables are the following: use of online dictionary during reading, performance on a word-form recognition test, and performance on two word-meaning recall tests (immediate and

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The effect of instruction type and dyadic or individual emulation on the quality of higher-order peer feedback in EFL van Steendam, E.; Rijlaarsdam, G.C.W.; Sercu, L.; van den Bergh, H. General rightsIt is not permitted to download or to forward/distribute the text or part of it without the consent of the author(s) and/or copyright holder(s), other than for strictly personal, individual use, unless the work is under an open content license (like Creative Commons). Disclaimer/Complaints regulationsIf you believe that digital publication of certain material infringes any of your rights or (privacy) interests, please let the Library know, stating your reasons. In case of a legitimate complaint, the Library will make the material inaccessible and/or remove it from the website. Please Ask the Library: http://uba.uva.nl/en/contact, or a letter to: Library of the University of Amsterdam, Secretariat, Singel 425, 1012 WP Amsterdam, The Netherlands. You will be contacted as soon as possible. AbstractStudies in peer feedback on written texts show that instruction in revision is necessary for the effectiveness of global feedback. Participants in the study were 247 university freshmen, native speakers of Dutch, who took the same Business English course, and were instructed a revision strategy following Schunk and Zimmerman's social cognitive model. Participants were first instructed through observation or practising, followed by dyadic or individual emulation, with the aim to determine the most effective combination of instruction and emulation for revision. Results showed a significant interaction of the above two factors. If emulation happens individually, then observation and practice are equally effective in terms of strategy acquisition. For dyadic emulation to be productive, it needs to be preceded by observation.