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Metacognitive Instruction, Corrective Feedback, and Peer Interaction: Helping Learners Help Themselves in the L2 Classroom

Tue, March 24, 8:00 to 11:00am, Fairmont Royal York, Convention Floor, Ontario (Room 3)

Summary

The current research investigates the effect of metacognitive instruction on the quality of learner-learner interaction in a Korean-as-a-foreign-language (KFL) classroom. Analyses examine learners’ use and provision of corrective feedback and interactional features in task-based interactions before and after instruction. Results are discussed in terms of pedagogical implications.

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