Metacognitive Instruction Enhances the Effectiveness of Corrective Feedback: Variable Effects of Feedback Types and Linguistic Targets

This study explored the impact of metacognitive instruction provided in conjunction with corrective feedback, investigating the moderating effects of two types of implicit corrective feedback (input‐providing conversational recasts vs. output‐prompting clarification requests) that targeted English third‐person singular – s and possessive determiners his / her . Adult English as a foreign language learners from intact classes ( N = 83) were...