Skip to main content
    • Aa
    • Aa

Replication in interaction and working memory research: Révész (2012) and Goo (2012)

  • Susan Gass (a1) and Lorena Valmori (a2)

This paper argues for the replication of two studies, both of which consider feedback and working memory. In the first part of this paper, we discuss the role of interaction-based research and working memory research in second language acquisition research. We then describe two studies that have unified these two areas in recent published articles and discuss ways that replication can further our knowledge in how working memory capacity can impact the benefits of feedback. We emphasize the importance of replication in a number of different areas, including grammatical complexity of the target structure and the nature of working memory tests, in scoring, actual tests, and modes of delivery. Additionally, we discuss the possibilities for replication in the area of population differences, in particular, age groups and more lasting effects as would be found in delayed post-tests. Finally, we point out another means of gathering information about thought processes and suggest the value of adding stimulated recalls to the existing data.

Linked references
Hide All

This list contains references from the content that can be linked to their source. For a full set of references and notes please see the PDF or HTML where available.

A. R. A. Conway , M. J. Kane , M. F. Bunting , D. Z. Hambrick , O. Wilhelm & R. W. Engle (2005). Working memory span tasks: A methodological review and user's guide. Psychonomic Bulletin & Review 12.5, 769786.

R. Ellis , S. Loewen & R. Erlam (2006). Implicit and explicit corrective feedback and the acquisition of L2 grammar. Studies in Second Language Acquisition 28.2, 339368.

S. Gass , J. Behney & B. Uzum (2013). Inhibitory control, working memory, and L2 interaction gains. In K. Droździał-Szelest & M. Pawlak (eds.), Psycholinguistic and sociolinguistic perspectives on second language learning and teaching. Berlin: Springer Verlag, 91114.

C. Keck , G. Iberri-Shea , N. Tracy-Ventura & S. Wa-Mbalaka (2006). Investigating the empirical link between interaction and acquisition: A quantitative metanalysis. In J. M. Norris & L. Ortega (eds.), Synthesizing research on language learning and teaching. Amsterdam: John Benjamins, 91131.

S. Li (2010). The effectiveness of corrective feedback in SLA: A meta-analysis. Language Learning 60.2, 309365.

A. Mackey & R. Sachs (2012). Older learners in SLA research: A first look at working memory, feedback, and L2 development. Language Learning 62.3, 704740.

A. Mackey , R. Adams , C. Stafford & P. Winke (2010). Exploring the relationship between modified output and working memory capacity. Language Learning 60.3, 501533.

A. Mackey , J. Philp , T. Egi , A. Fujii & T. Tatsumi (2002). Individual differences in working memory, noticing of interactional feedback, and L2 development. In P. Robinson (ed.), Individual differences and instructed language learning. Philadelphia: John Benjamins, 181209.

H. Nicholas , P. Lightbown & N. Spada (2001). Recasts as feedback to language learners. Language Learning 51.4, 719758.

A. Révész (2012). Working memory and the observed effectiveness of recasts on different L2 outcome measures. Language Learning 62.1, 93132.

K. Wagner–Gough & E. Hatch (1975). The importance of input in second language acquisition studies. Language Learning 25.2, 297308.

Recommend this journal

Email your librarian or administrator to recommend adding this journal to your organisation's collection.

Language Teaching
  • ISSN: 0261-4448
  • EISSN: 1475-3049
  • URL: /core/journals/language-teaching
Please enter your name
Please enter a valid email address
Who would you like to send this to? *


Altmetric attention score

Full text views

Total number of HTML views: 3
Total number of PDF views: 98 *
Loading metrics...

Abstract views

Total abstract views: 480 *
Loading metrics...

* Views captured on Cambridge Core between September 2016 - 28th June 2017. This data will be updated every 24 hours.