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Shaofeng Li
University of Auckland
33Publications
10H-index
769Citations
Publications 33
Newest
#1Rod EllisH-Index: 84
Last.Craig LambertH-Index: 3
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#1Shaofeng Li (FSU: Florida State University)H-Index: 10
#2Saeed Roshan (AUT: Auckland University of Technology)H-Index: 1
Abstract Working memory has been posited to play an important role in affecting the processes of writing (Kellogg, 1996). However, to date there has been limited research on its role in second language writing and no research on whether it is associated with the effects of written corrective feedback in second language learning. This study examines the associations between two types of working memory—complex working memory and phonological short-term memory—and the effectiveness of four types of...
2 CitationsSource
#1Shaofeng Li (FSU: Florida State University)H-Index: 10
#2Alyssa Vuono (FSU: Florida State University)
Abstract This article provides a comprehensive and critical review of the research on various aspects of oral and written corrective feedback (CF) based on selected articles published in System over the past 25 years. The review starts with a comparison between oral and written CF, demonstrating that despite the discrepancies in the characteristics and pedagogical practices of the two types of CF, they have been examined from similar perspectives in the research. The striking similarity in the r...
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#1Shaofeng LiH-Index: 10
#2Rod EllisH-Index: 84
Last.Yan ZhuH-Index: 2
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This study examines the effects of two cognitive abilities—language analytic ability (LAA) and working memory (WM)—on language learning under five different instructional conditions. One hundred fifty eighth-grade English as a foreign language learners underwent a 2-hr treatment session. They were divided into five groups based on whether and when they received form-focused instruction. One group received pretask instruction on the linguistic target (English passive voice) before performing two ...
3 CitationsSource
#1Rod Ellis (Curtin University)H-Index: 84
#2Shaofeng Li (FSU: Florida State University)H-Index: 10
Last.Yan Zhu (Fudan University)H-Index: 2
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Abstract This study investigates the influence of pre-task explicit instruction on the performance of a focused task. 72 eighth-grade EFL learners were randomly assigned to two treatment conditions: Explicit Instruction + Task (EI) and Task-Only. Both groups performed two oral dictogloss tasks designed to provide opportunities for the production of past passive constructions. The EI Group received a brief grammar lesson on the English passive voice followed by 5 min of practice activities prior ...
4 CitationsSource
#1Shaofeng LiH-Index: 10
#2Rod EllisH-Index: 84
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This article reports a study examining the impact of pre-task explicit instruction on L2 learning outcomes. 72 eighth-grade EFL learners at a Chinese middle school were assigned to three groups: Explicit Instruction + Task (EI), Task Only, and Control. Both experimental groups performed two communicative tasks providing opportunities for the learners’ exposure to and use of the English passive voice―the target structure. The EI group were given a brief grammar lesson on the target structure befo...
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#1Shaofeng Li (University of Auckland)H-Index: 10
#2Mengxia Fu (University of Auckland)H-Index: 1
This study investigated the comparative effects of strategic and unpressured within-task planning on second language (L2) Chinese oral production and the role of working memory in mediating the effects of the two types of planning. Twenty-nine L2 Chinese learners at a large New Zealand university performed a narrative task after watching a 6-minute silent movie, followed by an operation span test gauging the learners’ working memory capacity. The results revealed that (1) strategic planning enha...
1 CitationsSource
#1Shaofeng Li (University of Auckland)H-Index: 10
1 CitationsSource
#1Shaofeng Li (FSU: Florida State University)H-Index: 10
#2Hong Wang (University of Auckland)H-Index: 1
The exponential growth of research and enormity of the body of knowledge that has been accumulated in applied linguistics make the need for quality and reliable synthesis of the available research more pressing than ever. Traditional reviews seek to critique existing research, provide an overview of the research, and/or contextualize a new study. Research syntheses aim at reaching conclusions by means of aggregating the totality of the empirical research that has been carried out on a certain to...
2 CitationsSource
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