Effects of Recasts and Elicitations in Dyadic Interaction and the Role of Feedback Explicitness.

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Anniversary article Interactional feedback in second language teaching and learning: A synthesis and analysis of current research (2016, methodology): “Although the occurrence of such errors may be because the learner has not acquired the form, spontaneous errors may also be due to random mistakes (or slips of the tongue) in the production of known forms (Nassaji, 2009).”
Oral corrective feedback in second language classrooms (2012, background): “Although learners are more likely to notice explicit CF than implicit CF (Mackey et al. 2007; Nassaji 2009) and prompts more than recasts (Ammar 2008), some researchers have tentatively suggested that the effects of implicit CF might be more robust (i.e. longer lasting) than those of explicit CF,…”
CORRECTIVE FEEDBACK AND WORKING MEMORY CAPACITY IN INTERACTION-DRIVEN L2 LEARNING (2012, background): “…such as metalinguistic feedback, clarifi cation requests, elicitations, and repetitions (Ammar, 2008 ; Ammar & Spada, 2006 ; Ellis, 2007 ; Ellis et al., 2006 ; Loewen & Nabei, 2007 ; Lyster, 2004 ; Lyster & Izquierdo, 2009 ; McDonough, 2007 ; Nassaji, 2009 ; Sheen, 2007 ; Yang & Lyster, 2010 ).”