Roy Lyster

TL;DR: In this article, the authors present a study of corrective feedback and learner uptake in four immersion classrooms at the primary level and find an overwhelming tendency for teachers to use recasts in spite of the latter's ineffectiveness at eliciting student-generated repair.

TL;DR: This article investigated the effects of form-focused instruction (FFI) and corrective feedback on immersion students' ability to accurately assign grammatical gender in French and found that FFI is more effective when combined with prompts than with recasts or no feedback, as a means of enabling learners to acquire rule-based representations of grammatical genders and to proceduralize their knowledge of these emerging forms.

TL;DR: This paper investigated the relationship among error types, feedback types, and immediate learner repair in 4 French immersion classrooms at the elementary level, and found that the negotiation of form proved more effective at leading to immediate repair than did recasts or explicit correction, particularly for lexical and grammatical errors.

TL;DR: In this article, the authors examined aspects of communicative classroom discourse that may affect the potential of recasts to be noticed as negative evidence by young learners, and found that teachers frequently use positive feedback to express approval of the content of learners' messages, irrespective of their well-formedness, to accompany recasts, non-corrective repetition, and even topic-continuation moves following errors.

TL;DR: This paper conducted a meta-analysis that focused exclusively on 15 classroom-based studies (N = 827) to investigate whether CF was effective in classroom settings and, if so, whether its effectiveness varied according to types of CF, types and timing of outcome measures, instructional setting (second vs. foreign language classroom), treatment length, and learners' age.