Research about the interrelation between anxiety and corrective feedback has mostly been conducted in face-to-face environments. The present study examines the relationship between students showing anxiety when speaking a FL and feedback as a potential anxiety inhibitor in an online oral synchronous communication task. Two questionnaires, the Foreign Language Anxiety Scale (FLAS) and the Corrective Feedback Belief Scale (CFBS), were administered to 50 students from the School of Languages in an online learning environment. T-test analysis showed a significant difference between the learners' preferences in two methods of CF. Recast and Metalinguistic feedback were better rated by the students who reported higher levels of anxiety in oral communication classes. Additionally, the High-level anxiety group rated teacher feedback as more effective than the other sources of feedback when compared to the Low-level anxiety group. These results indicate the need to take into account individual differences in terms of anxiety foreign language learning and students' beliefs about CF in order to help them achieve their learning goals in an interactive online environment.

Despite many studies about video feedback in both face-to-face and online settings, little research has been carried out exploring how this technique is perceived by students learning the pronunciation of specific sounds in a foreign language. Adopting grounded theory as the methodology and a dialogic approach as the conceptual framework, the present study shows that anxious students welcome video feedback. The design of a learning activity for students to practise a specific problematic pronunciation target in English, carried out in an e-learning environment, more specifically in an online English language course, is described. The results show three aspects of teacher's corrective video feedback, perceived as more relevant: the Emotional input of feedback, referred to the feelings around the feedback delivery which foster dialogue, closeness, motivation and empathy; Enhanced understanding, related to the clarity, the usability and personalization of the feedback; and feedback engagement, which are the conditions favouring agentic engagement that involves the students sharing responsibility for making feedback processes effective. Implications related to video feedback practices are also discussed.

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Are all tongue tip gestures for /t,d/ the same? Acoustic and articulatory studies have revealed that /t,d’s show a gradient behavior, in which invariancy is nonexistent. These results undermine phonological rules which represent leniting processes, such as flapping, as a rule where /t,d/ is replaced by an invariant flap. Adding to more evidence for gradiency, an aerodynamic experiment was designed to investigate the nature of alveolar tongue tip gestures, specifically in flapping contexts. Three native speakers of American English were recruited and each yielded 200 tokens, which contained medial /t,d/ in different phonetic contexts (stressed-syllable onset, unstressed-syllable onset, n+/t,d/, l+/t,d/ and r+/t,d/) and in two speaking rates. For each target consonant, duration ratio and airflow rate were obtained. In general, both duration ratio and airflow rate showed gradiency across rate and context. Tokens at a normal speech rate yielded higher ratios and airflow rates than tokens at a faster speech rate. However, rate did not affect each context equally. Accordingly, /t,d’s reveal a gradient behavior which ranges from a canonical stop to complete deletion.