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This study examines if type of learner-modified output differentially demonstrates noticing and whether or not this relationship holds in both face-to-face (FTF) and synchronous computer-mediated chat (SCMC) environments. Twenty-four learners of Spanish as a foreign language interacted one-on-one with an interlocutor in the FTF and the SCMC modes, during which they received corrective feedback. After each interaction, learners participated in a mode-specific stimulated recall session to measure their noticing of feedback. Data were coded for (a) feedback episode, (b) type of modified output (none, partial, or full), and (c) accurate noticing. Binary logistic regressions indicated that after feedback, partial modified output was the greatest predictor of accurate noticing of feedback. This finding applied in both FTF and SCMC.
