Reflective learning practice for promoting adolescent EFL learners’ attention to form

To address learners’ low attention to form in peer interaction, the current study investigated the impact of reflective learning practice intervention that aims to promote learners’ attention to form. Sixty-eight adolescent EFL learners (Mage = 15.6, SD = 7.05) formed reflective learning practice and control groups. The reflective practice group received a treatment that was designed following the reflective learning model with the goal of...