HOW DO LEARNERS PERCEIVE INTERACTIONAL FEEDBACK?

By Alison Mackey, S. Gass, Kim McDonough. Studies in Second Language Acquisition, 2000

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Teachers' Choice and Learners' Preference of Corrective Feedback Types (2008, methodology): “Some studies examined the relationship between the types of error made by learners and the types of CF provided to them (Mackey et al., 2000; Moroishi, 2002).”
Corrective feedback and learner uptake in communicative classrooms across instructional settings (2004, background): “More recently, Mackey et al. (2000) argue convincingly that learner uptake serves as evidence that learners have understood the corrective nature of the interlocutor’s move and that uptake may help learners to notice the gap between the target form and an interlanguage form.”
Video-Based Interaction, Negotiation for Comprehensibility, and Second Language Speech Learning: A Longitudinal Study (2017, background): “Similar to the L2 interaction research showing that L2 learners tend to be more aware of pronunciation-focused feedback relative to grammar-focused feedback (Mackey et al., 2000), the L2 learners in the study were also engaged in modifying pronunciation (76.”
Form‐Focused Instruction: Isolated or Integrated? (2008, background): “Mackey, Gass, and McDonough (2000) have observed that recasts, a typical characteristic of integrated FFI, are more likely to be noticed when the element being recast is a lexical item than when it is a morphosyntactic element (see also Lyster, 1998).”