No abstract

No abstract

This presentation tries to explain oral corrective feedback (CF) as provided through conversational interaction. In this presentation, CF, as provided through the interaction, is viewed from two perspectives: the cognitive interactionist and the social interactionist. Although, both of these two perspectives value interaction, they explicate the provision of CF through interaction differently. The cognitive interactionists explain the provision of CF through, but not limited to, Interaction Hypothesis, Noticing Hypothesis, and Output Hypothesis. The social interactionists emphasize the roles of teachers and learners within the process of corrective feedback. They also emphasize the context in which they work and the specific pedagogic activity in which they are involved (Ellis, 2008;2010). This presentation is hoped to contribute a better understanding of EFL learning facilitated through the provision of CF. In addition, it provides some recommendations for future researchers, language educators, and EFL teachers.

The use of Twitter as an auxiliary tool for language teaching and learning has recently caught the attention of many researchers. Many studies revealed that Twitter has the potential to facilitate students' improvement in writing. Twitter can help second language (L2) writers and foreign language (FL) writers, including non-native speakers of Arabic (NNSA). The current qualitative case study intends to investigate the utilization of Twitter in improving nonnative Arabic speakers' written production. The participants in the study were 34 non-Arabic speakers who represented different nationalities (N= 8). Data were collected from the students' actual participation in the Arabic Hashtag program designed for this purpose (#I_Learn_Arabic) and from interviews with students. All the tweets in the Hashtag were qualitatively analyzed. The results show that the use of Twitter has generated different types of writing that benefit the students' learning. Thus, the study offers insights into classroom teaching and the integration of social medial into writing classes.

No abstract