The interactions between the effects of implicit and explicit feedback and individual differences in language analytic ability and working memory

This study investigated the interactions between two types of feedback (implicit vs. explicit) and two aptitude components (language analytic ability and working memory) in second language Chinese learning. Seventy‐eight L2 Chinese learners from two large U.S. universities were assigned to three dyadic NS–NNS interaction conditions and received implicit (recasts), explicit (metalinguistic correction), or no feedback (control) in response to...