Customized Oral Corrective Feedback: Learners’ Preferences and Personality Traits

Ammar, A., & Spada, N. (2006). One size fits all? Recasts, prompts, and L2 learning.Studies in Second Language Acquisition, 28, 543–574.

Bao, R. (2019). Oral corrective feedback in L2 Chinese classes: Teachers’ beliefs versus their practices. System, 82, 140–150. Retrieved from     https://doi.org/10.1016/j.system.2019.04.004

Chaudron, C. (1997). A descriptive model of discourse in the corrective treatment of learners’ errors.Language learning, 27, 29–46.

Cheek, J. M., & Buss, A. H. (1981). Shyness and sociability. Journal of Personality and Social Psychology, 41(2), 330–339.

Cohen, L., & Manion, L. (1989). Research Methods in Education. London: Routledge.

Costa, P. T., Jr. McCrae, R. R. (1992). NEO-PI-R Professional Manual. Oddessa, FL: Psychology Assessment Resourses, Inc.

Dewaele, J. M., &Furnham, A. (2000). Personality and speech production: A pilot study of second language learners. Personality and Individual differences, 28(2), 355–365

Dornyei, Z. (2005). The psychology of the language learner: Individual differences in second language acquisition. New Jersey: Mahwah.

Doughty, C., & Varela, E. (1998). Communicative focus on form. In Doughty, C. & Williams, J. (Eds.), Focus on form in classroom second language acquisition (pp. 114–138). Cambridge, UK: Cambridge University Press.

Doughty, C., & Williams, J. (1998). Focus on Form in Classroom Second Language Acquisition. The Cambridge Applied Linguistics Series. Cambridge University Press, New York, NY.

Ehrman, M., & Oxford, R. (1990). Adult language learning styles and strategies in an intensive training setting.The modern language journal, 74(3), 311–327.

Ellis, R. (2009). Implicit and explicit learning, knowledge and instruction. In Ellis et al, (Eds.), Implicit and Explicit Knowledge in Second Language Learning, Testing and Teaching (pp. 31–64). Bristol: Short Run Press Ltd.

Ellis, R, & Sheen, Y. (2006). Re-examining the role of recasts in L2 acquisition. Studies in Second Language Acquisition, 28, 575–600.

Eysenck, H. J. (1979). Anxiety, learning and memory: a reconceptualisation. Journal of Research in Personality, 13, 363–385.

Eysenck, M. W. (1981). Learning, memory and personality. In H. J. Eysenck, A model for personality (pp. 169–209). Berlin: Springer Verlag.

Furnham, A. & Strbac, L. (2002). Music is as distracting as noise: the differential distraction of background music and noise on the cognitive test performance of introverts and extraverts. Ergonomics, 45, 203–17.

Gan, Z. (2011). An investigation of personality and L2 oral performance. Journal of Language Teaching and Research, 2(6), 1259–1267.

Gass, S. & Varonis, E. (1994). Input, interaction, and second language production. Studies in Second Language Acquisition, 16.283–302.

Han, J., Jung, J., (2007). Patterns and preferences of corrective feedback and learner repair. Korean Journal of Applied Linguistics, 23, 243–260.

Harkins, S. G., &Geen, R. G. (1975). Discriminability and criterion differences between extraverts and introverts during vigilance. Journal of Research in Personality, 9, 335–40.

Howarth, E., &Eysenck, H. J. (1968). Extraversion, arousal, and paired-associate recall. Journal of Experimental Research in Personality 3, 114–16.

Ishida, M. (2004). Effects of recasts on the acquisition of the aspectual form -tei-(ru) by learners of Japanese as a foreign language. Language Learning, 54, 311–394.

John, O. P., &Srivastava, S. (1999). The Big Five trait taxonomy: History, measurement and theoretical perspectives. In L. A. Pervin & O. P. John (Eds.), Handbook of personality: Theory and research (pp. 102–138). New York: Guilford.

Kamal, A., & Radhakrishnan, S. (2019). Individual learning preferences based on personality traits in an E-learning scenario. Education and Information Technologies, 24(1), 407–435.

Kaivanpanah, S., Alavi, S. M., & Sepehrinia, S. (2015). Preferences for interactional feedback: Differences between learners and teachers. The Language Learning Journal, 43(1), 74–93.

Katayama, A. (2006). Perceptions of JFL students toward correction of oral errors. In K. Bradford-Watts. In K. Bradford-Watts, C. Ikeguchi, & M. Swanson (Eds.), JALT2005 conference proceedings. Tokyo: JALT.

Kim, J., &Nassaji, N. (2017). Incidental focus on form and the role of learner extraversion. Language Teaching Research, 22(6), 698–718.

Kumar, D, & Kapila, A. (1987). Problem solving as a function of extraversion and masculinity. Personality and Individual Differences, 8, 129–32.

Lee, E. J. (2013). Corrective feedback preferences and learner repair among advanced ESL students. System, 41(2).

Li, S. (2009). The differential effects of implicit and explicit feedback on second language (L2) learners at different proficiency levels. Applied Language Learning, 19(1), 53–79.

Lyster, R., & Mori, H. (2006). Interactional feedback and instructional counterbalance. Studies in Second Language Acquisition, 28(2), 269–300.

Lyster, R., &Ranta, L. (1997). Corrective feedback and learner uptake: Negotiation of form in communicative classrooms. Studies in Second Language Acquisition, 19, 37–66.

Mackey, A. (2006). Feedback, noticing, and instructed second language learning. Applied Linguistics, 27, 405-30.

Mackey, A., & Oliver, R. (2002). Interactional feedback and children’s L2 development. System,30, 459–477.

Mackey, A., &Philp, J. (1998). Conversational interaction and second language development: Recasts, responses, and red herrings? The Modern Language Journal, 82, 338–356.

Mackey, A., & Sachs, R. (2012). Older learners in SLA research: A first look at working memory, feedback, and L2 development. Language Learning, 62, 704–740.

Mackey, A., Adams, R., Stafford, C., &Winke, P. (2010).Exploring the relationship between modified output and working memory capacity.Language Learning, 60(3), 501-533. https://doi.org/10.1111/j.1467-9922.2010.00565.x

Mangan, G. L., Hookway, D. (1988). Perception and recall of aversive material as a function of personality type. Personality and Individual Differences, 9, 289–95.

Matthews, G., Deary, I.J., & Whiteman, M.C. (2003). Personality traits. Cambridge: Cambridge University Press.

Matthews, G., &Deary, I. (1998). Personality traits. Cambridge: Cambridge University Press.

Matthews, G., Deary, I. and Whiteman, M. (2009). Personality Traits. Cambridge: Cambridge University Press.

Matthews, G., & Dorn, L. (1995). Cognitive and attentional processes in personality and intelligence.In D. H. Saklofske, & M. Zeidner, International handbook of personality and intelligence (pp. 367–396). New York: Plenum Press.

Nassaji, H. (2015). Interactional feedback dimension in instructed second language learning. London, UK: Bloomsbury Publishing

Nassaji, H. (2016). Anniversary article: Interactional feedback in second language teaching and learning: A synthesis and analysis of current research. Language Teaching Research, 20, 535–562.

Nicholas, H., Lightbown, P. M., & Spada, N. (2001). Recasts as feedback to language learners. Language Learning, 51, 719–758.

Nideffer, R. M. (1976). Test of attentional and interpersonal style. Journal of Personality and Social Psychology, 34, 394–404.

Nobuyoshi, J., & Ellis, R. (1993). Focused communication tasks and second language acquisition. ELT Journal, 47, 203–210.

Oliver, R. (2000). Age differences in negotiation and feedback in classroom and pair work. Language Learning, 50, 119–151.

Panove, I., Lyster, R. (2002). Patterns of corrective feedback and uptake in an adult ESL classroom. TESOL Quarterly, 36, 573-593.

Pervin, L.A., & John, O.P. (2001). Personality: Theory and research. 8th edition. New York: John Wiley & Sons.

Pica, T. (1987). Second-language acquisition, social interaction, and the classroom. Applied Linguistics, 8, 3–21.

Rassaei, E., & Moinzadeh, A. (2011). Effects of recasts and metalinguistic corrective feedback on the acquisition of implicit and explicit L2 knowledge. The Journal of Language Teaching and Learning, 2 (1),144–156.

Sheen, Y. (2004). Corrective feedback and learner uptake in communicative classrooms across instructional settings. Language Teaching Research, 8, 263–300.

Sheen, Y. (2006). Exploring the relationship between characteristics of recasts and learner uptake. Language Teaching Research, 10, 361–392.

Skehan, P. (1989). Individual Differences in Second Language Learning. New York: Edward Arnold.

Sidek, H. M. (2012). EFL language learning personality traits and instruction. The International Journal of Learning, 18, 255–272.

Spada, N. (1997). Form-focused instruction and second language acquisition: A review of classroom and laboratory research. Language Teaching, 29, 73–87.

Suzuki, M. (2004). Corrective feedback and learner uptake in adult ESL classrooms. Columbia University Working Papers in TESOL & Applied Linguistics 4, 1–21.

Van Daele, S., Housen, A., Pierrard, M., & Debruyan, L. (2006). The effect of extroversion on oral L2 proficiency. EUROSLA Yearbook, 6, 213–236.

Yang, J. (2016). Learners’ oral corrective feedback preferences in relation to their cultural background, proficiency level and types of error. System, 61, 75–86.