Input-providing vs. output-pushing corrective feedback in dyadic tutoring sessions

The current study investigates corrective feedback in Torah (Pentateuch) reading dyadic tutoring sessions. In this setting, corrective feedback is invariably explicit, which makes it possible to compare between feedback that is input-providing (recasts and explicit corrections) and output-pushing (prompts), without the confounding factor of feedback im/explicitness. Results indicate that input-providing feedback led to higher frequencies of...