Part of
Individual Differences and Instructed Language LearningEdited by Peter Robinson
[Language Learning & Language Teaching 2] 2002
► pp. 181–209
Edited by Peter Robinson
[Language Learning & Language Teaching 2] 2002
► pp. 181–209
9. Individual differences in working memory, noticing of interactional feedback and L2 development
Cited by (146)
Cited by 146 other publications
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2023. The interaction of working memory capacity and engagement with recasts on different L2 outcome measures: A replication of Révész (2012). Language Teaching 56:3 ► pp. 377 ff.
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2023. Working memory in language learning and bilingual development. In Memory in Science for Society, ► pp. 295 ff.
Hammad Al-Rashidi, Anwar, Balachandran Vadivel, Nawroz Ramadan Khalil & Nirvana Basim
2023. The comparative impacts of portfolio-based assessment, self-assessment, and scaffolded peer assessment on reading comprehension, vocabulary learning, and grammatical accuracy: insights from working memory capacity. Language Testing in Asia 13:1
Kang, Eun Young
2023. The role of working memory in the effects of models as a written corrective strategy. International Review of Applied Linguistics in Language Teaching 61:4 ► pp. 1725 ff.
Mora, Joan Carles, Sapna Sehgal & Raquel Serrano
2023. Chapter 8. Oral fluency measures in study abroad research. In Methods in Study Abroad Research [Research Methods in Applied Linguistics, 4], ► pp. 183 ff.
Rezaei, Amir & Antonella Valeo
2023. Investigating the impact of task complexity on uptake and noticing of corrective feedback recasts. International Review of Applied Linguistics in Language Teaching 61:4 ► pp. 1271 ff.
Yang, Chengsong & Lawrence Jun Zhang
2023. Literature Review. In Think-Aloud Protocols in Second Language Writing [English Language Education, 34], ► pp. 15 ff.
Yang, Chengsong & Lawrence Jun Zhang
2023. Methodology. In Think-Aloud Protocols in Second Language Writing [English Language Education, 34], ► pp. 53 ff.
Liao, Yi & Wei Zhang
2022. Corrective feedback, individual differences in working memory, and L2 development. Frontiers in Psychology 13
Sadeghi, Karim
2022. Input and Interaction in SLA: An Interview with Susan Gass. In Talking About Second Language Acquisition, ► pp. 21 ff.
Sato, Masatoshi
2022. Learner attitudes and attention to form in peer interaction: A proposal to replicate Adams et al. (2011) and Philp et al. (2010). Language Teaching 55:3 ► pp. 407 ff.
Behney, Jennifer & Susan Gass
2021. Interaction,
Brown Nielson, Katharine & Robert M. DeKeyser
2021. Working memory and planning time as predictors of fluency and accuracy. In Aptitude-Treatment Interaction in Second Language Learning [Benjamins Current Topics, 116], ► pp. 117 ff.
Kachinske, Ilina & Robert M. DeKeyser
2021. The interaction between timing of explicit grammar explanation and individual differences in second language acquisition. In Aptitude-Treatment Interaction in Second Language Learning [Benjamins Current Topics, 116], ► pp. 33 ff.
Kamiya, Nobuhiro
2021. What characteristics of recasts facilitate accurate perception when overheard by true beginners?. Language Teaching Research
Mackey, Alison, Lara Bryfonski, Özgür Parlak, Ashleigh Pipes, Ayşenur Sağdıç & Bo-Ram Suh
2021. Tools to Measure the Effectiveness of Feedback. In The Cambridge Handbook of Corrective Feedback in Second Language Learning and Teaching, ► pp. 111 ff.
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2021. A study on the relationship between language aptitude, vocabulary size, working memory, and L2 writing accuracy. Foreign Language Annals 54:4 ► pp. 1059 ff.
Papi, Mostafa, Dominik Wolff, Kimi Nakatsukasa & Emily Bellwoar
2021. Motivational factors underlying learner preferences for corrective feedback: Language mindsets and achievement goals. Language Teaching Research 25:6 ► pp. 858 ff.
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2021. Verbal working memory as a predictor of explicit and implicit knowledge of English passive voice. In Aptitude-Treatment Interaction in Second Language Learning [Benjamins Current Topics, 116], ► pp. 93 ff.
Serafini, Ellen Johnson
2021. Chapter 15. Advancing notions of advancedness. In Advancedness in Second Language Spanish [Issues in Hispanic and Lusophone Linguistics, 31], ► pp. 352 ff.
Wen, Zhisheng (Edward) & Peter Skehan
2021. Stages of Acquisition and the P/E Model of Working Memory: Complementary or contrasting approaches to foreign language aptitude?. Annual Review of Applied Linguistics 41 ► pp. 6 ff.
Bryfonski, Lara & Xue Ma
2020. EFFECTS OF IMPLICIT VERSUS EXPLICIT CORRECTIVE FEEDBACK ON MANDARIN TONE ACQUISITION IN A SCMC LEARNING ENVIRONMENT. Studies in Second Language Acquisition 42:1 ► pp. 61 ff.
Mackey, Alison
2020. Interaction, Feedback and Task Research in Second Language Learning,
Penning de Vries, Bart WF, Catia Cucchiarini, Helmer Strik & Roeland van Hout
2020. Spoken grammar practice in CALL: The effect of corrective feedback and education level in adult L2 learning. Language Teaching Research 24:5 ► pp. 714 ff.
Philp, Jenefer & Laura Gurzynski-Weiss
2020. Chapter 2. On the role of the interlocutor in second language development. In Cross-theoretical Explorations of Interlocutors and their Individual Differences [Language Learning & Language Teaching, 53], ► pp. 20 ff.
Walker, Neil, Padraic Monaghan, Christine Schoetensack & Patrick Rebuschat
2020. Distinctions in the Acquisition of Vocabulary and Grammar: An Individual Differences Approach. Language Learning 70:S2 ► pp. 221 ff.
Brown Nielson, Katharine & Robert DeKeyser
2019. Working memory and planning time as predictors of fluency and accuracy. Journal of Second Language Studies 2:2 ► pp. 281 ff.
Fu, Mengxia & Shaofeng Li
2019. The associations between individual differences in working memory and the effectiveness of immediate and delayed corrective feedback. Journal of Second Language Studies 2:2 ► pp. 233 ff.
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2021. The associations between individual differences in working memory and the effectiveness of immediate and delayed corrective feedback. In Aptitude-Treatment Interaction in Second Language Learning [Benjamins Current Topics, 116], ► pp. 69 ff.
Granena, Gisela
2019. Language Aptitudes in L2 Acquisition. In The Cambridge Handbook of Language Learning, ► pp. 390 ff.
Granena, Gisela & Yucel Yilmaz
2019. Corrective Feedback and the Role of Implicit Sequence‐Learning Ability in L2 Online Performance. Language Learning 69:S1 ► pp. 127 ff.
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2019. The interaction between timing of explicit grammar explanation and individual differences in second language
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Nowbakht, Mohammad
2019. The Role of Working Memory, Language Proficiency, and Learners’ Age in Second Language English Learners’ Processing and Comprehension of Anaphoric Sentences. Journal of Psycholinguistic Research 48:2 ► pp. 353 ff.
PAPI, MOSTAFA, ANGEL RIOS, HUNTER PELT & ESRA OZDEMIR
2019. Feedback‐Seeking Behavior in Language Learning: Basic Components and Motivational Antecedents. The Modern Language Journal 103:1 ► pp. 205 ff.
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2019. Verbal working memory as a predictor of explicit and implicit knowledge of English passive voice. Journal of Second Language Studies 2:2 ► pp. 258 ff.
Yang, Yingli, Lawrence Jun Zhang & Ling Chen
2019. Effects of recasts and form-focused instruction on the acquisition of novel vocabulary
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Blasiman, Rachael N. & Christopher A. Was
2018. Why is working memory performance unstable? A review of 21 factors. Europe’s Journal of Psychology 14:1 ► pp. 188 ff.
Guo, Xinyue & Yingli Yang
2018. Effects of Corrective Feedback on EFL Learners’ Acquisition of Third-Person Singular Form and the Mediating Role of Cognitive Style. Journal of Psycholinguistic Research 47:4 ► pp. 841 ff.
INDRARATHNE, BIMALI & JUDIT KORMOS
2018. The role of working memory in processing L2 input: Insights from eye-tracking. Bilingualism: Language and Cognition 21:2 ► pp. 355 ff.
Loewen, Shawn & Masatoshi Sato
2018. Interaction and instructed second language acquisition. Language Teaching 51:3 ► pp. 285 ff.
Zabihi, Reza
2018. The Role of Cognitive and Affective Factors in Measures of L2 Writing. Written Communication 35:1 ► pp. 32 ff.
Ziegler, Nicole & Lara Bryfonski
2018. Interaction‐Driven L2 Learning. In The Handbook of Advanced Proficiency in Second Language Acquisition, ► pp. 94 ff.
Arxer, Steven L., Maria del Puy Ciriza & Marco Shappeck
2017. Late-Life Second Language Acquisition: Cognitive and Psycholinguistic Changes, Challenges, and Opportunities. In Aging in a Second Language [International Perspectives on Aging, 17], ► pp. 47 ff.
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2017. Investigating Executive Working Memory and Phonological Short-Term Memory in Relation to Fluency and Self-Repair Behavior in L2 Speech. Journal of Psycholinguistic Research 46:4 ► pp. 877 ff.
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2017. Chapter 7. Instructor individual characteristics and L2 interaction. In Expanding Individual Difference Research in the Interaction Approach [AILA Applied Linguistics Series, 16], ► pp. 152 ff.
LADO, BEATRIZ
2017. Aptitude and pedagogical conditions in the early development of a nonprimary language. Applied Psycholinguistics 38:3 ► pp. 679 ff.
Wacha, Richard Charles & Yeu-Ting Liu
2017. Testing the efficacy of two new variants of recasts with standard recasts in communicative conversational settings: An exploratory longitudinal study. Language Teaching Research 21:2 ► pp. 189 ff.
Bakri, Haytham
2016. The Role of Individual Differences in Second Language Writing Corrective Feedback. SSRN Electronic Journal
Denhovska, Nadiia, Ludovica Serratrice & John Payne
2016. Acquisition of Second Language Grammar Under Incidental Learning Conditions: The Role of Frequency and Working Memory. Language Learning 66:1 ► pp. 159 ff.
Gisela Granena, Long, Michael H. & Yucel Yilmaz
2016. Major Research Issues in SLA. Brill Research Perspectives in Multilingualism and Second Language Acquisition 1:1 ► pp. 1 ff.
Leeser, Michael J. & Gretchen L. Sunderman
2016. Methodological implications of working memory tasks for L2 processing research. In Cognitive Individual Differences in Second Language Processing and Acquisition [Bilingual Processing and Acquisition, 3], ► pp. 89 ff.
Sanz, Cristina, Hui-Ju Lin, Beatriz Lado, Catherine A. Stafford & Harriet W. Bowden
2016. One Size Fits All? Learning Conditions and Working Memory Capacity inAb InitioLanguage Development. Applied Linguistics 37:5 ► pp. 669 ff.
Schmid, Monika S.
2016. Multi-factorial Studies: Populations and Linguistic Features. In Designing Research on Bilingual Development [SpringerBriefs in Linguistics, ], ► pp. 13 ff.
Sánchez, Laura & Camilla Bardel
2016. Cognitive factors, linguistic perceptions and transfer in third language learning. Revue française de linguistique appliquée Vol. XXI:2 ► pp. 123 ff.
Wen, Zhisheng (Edward)
2016. Phonological and executive working memory in L2 task-based speech planning and performance. The Language Learning Journal 44:4 ► pp. 418 ff.
Yalçın, Şebnem, Sevdeğer Çeçen & Gülcan Erçetin
2016. The relationship between aptitude and working memory: an instructed SLA context. Language Awareness 25:1-2 ► pp. 144 ff.
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2016. The role of cognitive aptitudes for explicit language learning in the relative effects of explicit and implicit feedback. Bilingualism: Language and Cognition 19:1 ► pp. 147 ff.
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2019. Cognitive Individual Differences as Predictors of Improvement and Awareness Under Implicit and Explicit Feedback Conditions. The Modern Language Journal 103:3 ► pp. 686 ff.
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2016. The role of explicit language aptitude in implicit, explicit, and mixed feedback conditions. In Cognitive Individual Differences in Second Language Processing and Acquisition [Bilingual Processing and Acquisition, 3], ► pp. 327 ff.
Yilmaz, Yucel & Yilmaz Koylu
2016. The interaction between feedback exposure condition and phonetic coding ability. In Cognitive Individual Differences in Second Language Processing and Acquisition [Bilingual Processing and Acquisition, 3], ► pp. 303 ff.
Ziegler, Nicole
2016. Taking Technology to Task: Technology-Mediated TBLT, Performance, and Production. Annual Review of Applied Linguistics 36 ► pp. 136 ff.
Fenesi, Barbara, Faria Sana, Joseph A. Kim & David I. Shore
2015. Reconceptualizing Working Memory in Educational Research. Educational Psychology Review 27:2 ► pp. 333 ff.
Gass, Susan & Lorena Valmori
2015. Replication in interaction and working memory research: Révész (2012) and Goo (2012). Language Teaching 48:4 ► pp. 545 ff.
Gass, Susan M.
2015. Comprehensible Input and Output in Classroom Interaction. In The Handbook of Classroom Discourse and Interaction, ► pp. 182 ff.
Kim, YouJin, Caroline Payant & Pamela Pearson
2015. THE INTERSECTION OF TASK-BASED INTERACTION, TASK COMPLEXITY, AND WORKING MEMORY. Studies in Second Language Acquisition 37:3 ► pp. 549 ff.
Linck, Jared A. & Daniel J. Weiss
2015. Can Working Memory and Inhibitory Control Predict Second Language Learning in the Classroom?. Sage Open 5:4
Rassaei, Ehsan
2015. The effects of foreign language anxiety on EFL learners' perceptions of oral corrective feedback. Innovation in Language Learning and Teaching 9:2 ► pp. 87 ff.
Ahmadian, Mohammad Javad & Mansoor Tavakoli
2014. Investigating What Second Language Learners Do and Monitor under Careful Online Planning Conditions. The Canadian Modern Language Review 70:1 ► pp. 50 ff.
Gurzynski-Weiss, Laura & Melissa Baralt
2014. EXPLORING LEARNER PERCEPTION AND USE OF TASK-BASED INTERACTIONAL FEEDBACK IN FTF AND CMC MODES. Studies in Second Language Acquisition 36:1 ► pp. 1 ff.
Kartchava, Eva & Ahlem Ammar
2014. Learners' Beliefs as Mediators of What Is Noticed and Learned in the Language Classroom. TESOL Quarterly 48:1 ► pp. 86 ff.
Kartchava, Eva & Ahlem Ammar
2014. The noticeability and effectiveness of corrective feedback in relation to target type. Language Teaching Research 18:4 ► pp. 428 ff.
Nielson, Katharine B
2014. Can planning time compensate for individual differences in working memory capacity?. Language Teaching Research 18:3 ► pp. 272 ff.
Salimi, Asghar, Alireza Bonyadi & Atefeh Asghari
2014. The Effect of Focus on Form on EFL Learners’ Written Task Accuracy across Different Proficiency Levels. Theory and Practice in Language Studies 4:4
Dekeyser, Robert & Goretti Prieto Botana
2013. Acquisition of Grammar by Instructed Learners. In The Handbook of Spanish Second Language Acquisition, ► pp. 447 ff.
Gass, Susan M., Jennifer N. Behney & Baburhan Uzum
2013. Inhibitory Control, Working Memory and L2 Interaction. In Psycholinguistic and Sociolinguistic Perspectives on Second Language Learning and Teaching [Second Language Learning and Teaching, ], ► pp. 91 ff.
Goo, Jaemyung & Alison Mackey
2013. THE CASE AGAINST THE CASE AGAINST RECASTS. Studies in Second Language Acquisition 35:1 ► pp. 127 ff.
Li, Shaofeng
2013. The interactions between the effects of implicit and explicit feedback and individual differences in language analytic ability and working memory. The Modern Language Journal 97:3 ► pp. 634 ff.
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2016. THE CONSTRUCT VALIDITY OF LANGUAGE APTITUDE. Studies in Second Language Acquisition 38:4 ► pp. 801 ff.
Li, Shaofeng
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Linck, Jared A., Meredith M. Hughes, Susan G. Campbell, Noah H. Silbert, Medha Tare, Scott R. Jackson, Benjamin K. Smith, Michael F. Bunting & Catherine J. Doughty
2013. Hi‐LAB: A New Measure of Aptitude for High‐Level Language Proficiency. Language Learning 63:3 ► pp. 530 ff.
Lyster, Roy & Leila Ranta
2013. COUNTERPOINT PIECE: THE CASE FOR VARIETY IN CORRECTIVE FEEDBACK RESEARCH. Studies in Second Language Acquisition 35:1 ► pp. 167 ff.
Lyster, Roy, Kazuya Saito & Masatoshi Sato
2013. Oral corrective feedback in second language classrooms. Language Teaching 46:1 ► pp. 1 ff.
Mann, Collette, Benedict J. Canny, David H. Reser & Ramesh Rajan
2013. Poorer verbal working memory for a second language selectively impacts academic achievement in university medical students. PeerJ 1 ► pp. e22 ff.
Nassaji, Hossein
2013. Participation Structure and Incidental Focus on Form in Adult ESL Classrooms. Language Learning 63:4 ► pp. 835 ff.
Nassaji, Hossein
2016. Anniversary article Interactional feedback in second language teaching and learning: A synthesis and analysis of current research. Language Teaching Research 20:4 ► pp. 535 ff.
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2017. The Effectiveness of Extensive Versus Intensive Recasts for Learning L2 Grammar. The Modern Language Journal 101:2 ► pp. 353 ff.
Nassaji, Hossein
2018. Corrective Feedback. In The TESOL Encyclopedia of English Language Teaching, ► pp. 1 ff.
Nassaji, Hossein
2019. Chapter 6. The effects of recasts versus prompts on immediate uptake and learning of a complex target structure. In Doing SLA Research with Implications for the Classroom [Language Learning & Language Teaching, 52], ► pp. 107 ff.
Philp, Jenefer & Noriko Iwashita
2013. Talking, tuning in and noticing: exploring the benefits of output in task-based peer interaction. Language Awareness 22:4 ► pp. 353 ff.
Sagarra, Nuria & Rebekha Abbuhl
2013. Optimizing the Noticing of Recasts via Computer‐Delivered Feedback: Evidence That Oral Input Enhancement and Working Memory Help Second Language Learning. The Modern Language Journal 97:1 ► pp. 196 ff.
Winke, Paula
2013. An Investigation Into Second Language Aptitude for Advanced Chinese Language Learning. The Modern Language Journal 97:1 ► pp. 109 ff.
Ahmadian, Mohammad Javad
2012. The Relationship Between Working Memory Capacity and L2 Oral Performance Under Task‐Based Careful Online Planning Condition. TESOL Quarterly 46:1 ► pp. 165 ff.
Asadollahfam, Hassan, Davud Kuhi, Asghar Salimi & Shirin Mirzaei
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Biedroń, Adriana
2012. Memory Abilities in Gifted Foreign Language Learners. In New Perspectives on Individual Differences in Language Learning and Teaching [Second Language Learning and Teaching, ], ► pp. 77 ff.
BIEDROŃ, ADRIANA & ANNA SZCZEPANIAK
2012. Working Memory and Short‐Term Memory Abilities in Accomplished Multilinguals. The Modern Language Journal 96:2 ► pp. 290 ff.
Gurzynski‐Weiss, Laura & Andrea Révész
2012. Tasks, Teacher Feedback, and Learner Modified Output in Naturally Occurring Classroom Interaction. Language Learning 62:3 ► pp. 851 ff.
Mackey, Alison & Rebecca Sachs
2012. Older Learners in SLA Research: A First Look at Working Memory, Feedback, and L2 Development. Language Learning 62:3 ► pp. 704 ff.
Martin, Katherine I. & Nick C. Ellis
2012. THE ROLES OF PHONOLOGICAL SHORT-TERM MEMORY AND WORKING MEMORY IN L2 GRAMMAR AND VOCABULARY LEARNING. Studies in Second Language Acquisition 34:3 ► pp. 379 ff.
McDonough, Kim & Jindarat De Vleeschauwer
2012. PROMPT-TYPE FREQUENCY, AUDITORY PATTERN DISCRIMINATION, AND EFL LEARNERS’ PRODUCTION OFWH-QUESTIONS. Studies in Second Language Acquisition 34:3 ► pp. 355 ff.
Sagarra, Nuria
2012. Working Memory in Second Language Acquisition. In The Encyclopedia of Applied Linguistics,
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2012. Working memory and second language learning. International Journal of Applied Linguistics 22:1 ► pp. 1 ff.
West, Donna E.
2012. Elicited imitation as a measure of morphemic accuracy: Evidence from L2 Spanish. Language and Cognition 4:3 ► pp. 203 ff.
Yilmaz, Yucel
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Yilmaz, Yucel
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Yilmaz, Yucel
2016. THE ROLE OF EXPOSURE CONDITION IN THE EFFECTIVENESS OF EXPLICIT CORRECTION. Studies in Second Language Acquisition 38:1 ► pp. 65 ff.
Juffs, Alan & Michael Harrington
2011. Aspects of working memory in L2 learning. Language Teaching 44:2 ► pp. 137 ff.
Salimi, Asghar, Nahid Delju & Hassan Asadollahfam
2011. Teachers’ Intentions and Learners’ Perceptions about Recasts, Prompts and Models. Procedia - Social and Behavioral Sciences 29 ► pp. 1380 ff.
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2011. Attention et production d'autoreformulations autoamorcées en français langue seconde, quelle relation?. Journal of French Language Studies 21:3 ► pp. 417 ff.
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2010. Working Memory and Reactivity. Language Learning 60:4 ► pp. 712 ff.
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Goo, Jaemyung
2019. Interaction in L2 Learning. In The Cambridge Handbook of Language Learning, ► pp. 233 ff.
Goo, Jaemyung
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Mackey, Alison, Rebecca Adams, Catherine Stafford & Paula Winke
2010. Exploring the Relationship Between Modified Output and Working Memory Capacity. Language Learning 60:3 ► pp. 501 ff.
Romanova, Natalia
2010. Planning, Recasts, and Learning of L2 Morphology. The Canadian Modern Language Review 66:6 ► pp. 843 ff.
Smith, Bryan
2010. Employing Eye-Tracking Technology in Researching the Effectiveness of Recasts in CMC. In Directions and Prospects for Educational Linguistics [Educational Linguistics, 11], ► pp. 79 ff.
Révész, Andrea
2009. TASK COMPLEXITY, FOCUS ON FORM, AND SECOND LANGUAGE DEVELOPMENT. Studies in Second Language Acquisition 31:3 ► pp. 437 ff.
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2011. Task Complexity, Focus on L2 Constructions, and Individual Differences: A Classroom‐Based Study. The Modern Language Journal 95:s1 ► pp. 162 ff.
Révész, Andrea
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SUNDERMAN, GRETCHEN & JUDITH F. KROLL
2009. When study-abroad experience fails to deliver: The internal resources threshold effect. Applied Psycholinguistics 30:1 ► pp. 79 ff.
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RYSIEWICZ, JACEK
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LOEWEN, SHAWN & JENEFER PHILP
2006. Recasts in the Adult English L2 Classroom: Characteristics, Explicitness, and Effectiveness. The Modern Language Journal 90:4 ► pp. 536 ff.
SHEKARY, M. & M. H. TAHRIRIAN
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[no author supplied]
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