1. Why is self-regulation important for success in language learning?

Self-regulation is important for success in language learning because it allows learners to adjust and
adapt when faced with obstacles. Self-regulated learners can modify their goals, remain motivated, and
employ tactics and strategies to continue learning. They are aware of their knowledge, beliefs,
motivation, and cognitive processes, which helps them judge and match their cognitive engagement
with standards for successful learning.
2. How are effective feedback questions related to effective learning processes?

Effective feedback questions, such as "Where am I going?", "How am I going?", and "Where to next?",
align with effective learning processes listed by Watkins et al. These include making connections,
reflecting on learning and strategies, exploring learning contexts, setting goals, and engaging with others
in learning. Both feedback questions and learning processes contribute to a reflective and goal-oriented
approach to learning.
3. a) Difference between formative and summative assessment?

Formative assessment is designed to promote students' learning and provide feedback for improvement
during the learning process. Summative assessment, on the other hand, is conducted at the end of a
learning period to evaluate overall learning outcomes and certify competence.
b) Role of formative assessment in raising the standards of learning?

Formative assessment plays a central role in effective teaching by focusing on promoting students'
learning. It provides ongoing feedback that teachers and students can use to assess themselves, modify
teaching and learning activities, and adapt to meet formative learning needs.
4. Characteristics of effective feedback:

Effective feedback should focus on the specific qualities of a student's work, offer advice for
improvement, and avoid comparisons with other students.
Difference between assessment for learning and assessment of learning:

5. Assessment for learning prioritizes promoting students' learning, providing feedback for
improvement. Assessment of learning serves purposes of accountability, ranking, or certifying
competence. The key distinction lies in the primary purpose of the assessment: promoting
learning vs. evaluating outcomes.

6. Feedback strategies to improve students' learning:

The presentation does not provide specific details on feedback strategies, so this information is not
available.
7. Concepts of language transfer and interference:

Language transfer involves individuals applying forms, meanings, and distributions from their native
 8. Contrastive Analysis Hypothesis (CAH):
Contrastive Analysis Hypothesis, as described by Lado (1957), suggests that individuals tend to transfer
forms, meanings, and the distribution of these forms and meanings from their native language and
culture to a foreign language and culture. This transfer occurs both productively when trying to speak
the language and engage in the culture, and receptively when attempting to comprehend the language
and understand the culture as practiced by native speakers. In essence, learners may rely on patterns
and structures from their native language when learning a new language, and this can influence their
language production and comprehension.

Error Analysis (EA):

Error Analysis, as explained by Yang (2010), involves the process of investigating the incidence, nature,
causes, and consequences of unsuccessful language use. The novelty of Error Analysis lies in its
distinction from Contrastive Analysis. Unlike Contrastive Analysis, Error Analysis does not involve
considering the learner's mother tongue (L1) as a reference point. Instead, errors are analyzed solely in
terms of the target language (TL). This approach allows for a focus on errors within the language being
learned without bringing in comparisons to the learner's native language. The aim is to understand and
address errors within the context of the target language, facilitating a more direct and language-specific
analysis.
9. Explanation of the difference between error and mistake:

According to Corder, errors are systematic and reveal the learner's underlying knowledge of the
language. They are not random and can be used to reconstruct the learner's transitional competence.
Mistakes, on the other hand, are unsystematic errors resulting from chance circumstances. They are
considered errors of performance and are not indicative of the learner's overall competence.
10. Explanation of the four sources of errors:
a) Interlingual transfer: Occurs when a learner transfers forms and meanings from their native language
to the target language.
b) Intralingual transfer: Involves errors that arise within the target language itself, such as errors in
grammar, vocabulary, or pronunciation.
c) Context of learning: Errors influenced by the learning environment, teaching methods, or materials.
d) Communication strategies: Errors arising from attempts to communicate, such as simplifying language
or using circumlocution.

11. Examples of interlingual errors for Macedonian students learning English:

Using Macedonian grammar structures in English sentences, literal translation of idiomatic expressions,
or applying Macedonian pronunciation rules to English words.

12. Examples of intralingual or developmental errors for English language learners:

Making errors in verb tense usage, using incorrect word forms, or struggling with pronunciation
variations within English.

13. Ways of responding to errors during fluency work:

Providing corrective feedback after the completion of a communicative task, offering guidance on
accuracy while not interrupting the flow of communication.
 14. Techniques for showing incorrectness in oral work:

Reformulating sentences, asking clarification questions, providing prompts for self-correction, or using
non-verbal cues to indicate errors.
15. Difference between direct and indirect corrective feedback in written work:

Direct feedback: Explicit correction of errors, providing the correct form or indicating the mistake.
Indirect feedback: Pointing out errors without providing the correct answer, encouraging self-correction
or further reflection.
16. Options for direct and indirect corrective feedback:

Direct: Written comments with corrections, highlighting errors for correction.

Indirect: Asking questions that prompt revision, encouraging peer review for error identification.