Gass and Mackey have reviewed the literature across different disciplines in the techniques of stimulated recall (SR), although not restricted to video, in their text relating to second language research [ 7].
Moreover, that theory has been highly productive of research in numerous areas (linguistics, psycholinguistics, developmental psychology, second language research, speech pathology etc. etc).
Since the focus of the present study is on C-DA, the following review mainly focus on those studies using the computer as the mediator, especially in the field of second language assessment or second language research.
From the above scant literature on C-DA and second language assessment or second language research, more studies are needed in this line.
His analysis allows him to offer a description of the systemic continuum of written IL registers and an improved methodological approach to IL research in second language development.
Written corrective feedback (WCF), one of the most debated issues, is heavily researched in second language (L2) writing literature.
As with the CEFR, revision and validation of the descriptors should be an ongoing process along with the research progress in second language acquisition.
This paper presents six classroom interventions initiated to help a batch of ESL teachers develop their research skills in second language acquisition studies.
Despite the abundance of research on feedback in second language development, there is little agreement on what type of feedback is the most effective.
Implications of the research findings and practice in second language writing education will be discussed.
