Article published in:
Technology-mediated feedback and instruction
Edited by Hossein Nassaji and Eva Kartchava
[ITL - International Journal of Applied Linguistics 170:2] 2019
► pp. 154179
References

References

Baker & Bricker
(2010) The effects of direct and indirect speech acts on native English and ESL speakers’ perception of teacher written feedback. System, 38, 75–84. CrossrefGoogle Scholar
Bationo, B. D.
(1992) The Effects of Three Feedback Forms on Learning Through a Computer-Based Tutorial. CALICO Journal, 10(1), 45–52.Google Scholar
Bitchener, J. & Knoch
(2008) The value of written corrective feedback for migrant and international students. Language Teaching Research Journal, 12, 409–31. CrossrefGoogle Scholar
Bowles, M.
(2005) Effects of Verbalization Condition and Type of Feedback on L2 Development in a CALL Task. PhD diss., Georgetown University.Google Scholar
Bowles, M. & Montrul, S.
(2008) The role of explicit instruction in the L2 acquisition of the a-personal. In Mayella Almazan, Joyce Bruhn de Garavito & Elena Valenzuela (eds.). Selected papers from the 8th Hispanic Linguistics Symposium, 25–35. Somerville, MA: Cascadilla Press.Google Scholar
Braidi, S. M.
(2002) Reexamining the role of recasts in native-speaker/nonnative-speaker interactions. Language Learning, 52, 1–42. CrossrefGoogle Scholar
Burt, M.
(1975) Error analysis in the adult EFL classroom. TESOL Quarterly, 9, 53–63. CrossrefGoogle Scholar
Canale, M. & M. Swain
(1980) Theoretical bases of communicative approaches to second language teaching and testing. Applied Linguistics, 1, 1–47. CrossrefGoogle Scholar
Chapelle, C.
(2001) Computer Applications in Second Language Acquisition. Foundations for Teaching, Testing, and Research. Cambridge University Press. CrossrefGoogle Scholar
Choi, Y.
(2016) Writing strategies in the process of L2 computer-mode academic writing with the use of multiple resources. English Teaching, 71, 3–28.Google Scholar
Corder, S. P.
(1967) The significance of learners’ errors. International Review of Applied Linguistics, 5, 161–169. CrossrefGoogle Scholar
Doughty, C.
(2001) Cognitive underpinnings of focus on form. In P. Robinson (Ed.), Cognition and second language instruction (pp. 206–57). Cambridge: Cambridge University Press. CrossrefGoogle Scholar
(1991) Second language instruction does make a difference: Evidence from an empirical study of SL relativization. Studies in Second Language Acquisition, 13, 431–469. CrossrefGoogle Scholar
Erlam, R., & Loewen, S.
(2010) Implicit and explicit recasts in L2 oral French interaction. Canadian Modern Language Review/La revue canadienne des langues vivantes, 66, 877–905. CrossrefGoogle Scholar
Ferris, D.
(2006) Does error feedback help student writers? New evidence on the short- and long-term effects of written error correction. In K. Hyland & F. Hyland (Eds.), Feedback in second language writing: Contexts and issues, (pp. 81–104). Cambridge: Cambridge University Press. CrossrefGoogle Scholar
Di Donato, R., Clyde, M. D., & Vansant, J.
(2011) Deutsch: Na klar! An introductory German course. New York, NY: McGraw Hill.Google Scholar
Ellis, R.
(2009) Corrective feedback and teacher development. L2 Journal, 1(1), 3–18. CrossrefGoogle Scholar
Ellis, R., Sheen, Y., Murakami, M., & Takashima, H.
(2008) The effects of focused and unfocused written corrective feedback in an English as a foreign language context. System, 36, 353–371. CrossrefGoogle Scholar
Ferris, D.
(2010) Second language writing research and written corrective feedback in SLA. Studies in Second Language Acquisition, 32(2), 181–201. CrossrefGoogle Scholar
(2002) Treatment of error in second language student writing. Ann Arbor: The University of Michigan Press.Google Scholar
Fischer, R.
(2007) How do we know what students are actually doing? Monitoring students’ behaviour in CALL Computer Assisted Language Learning, 20(5), 409–442. CrossrefGoogle Scholar
Gass, S.
(1997) Input, interaction, and the second language learner. Mahwah, NJ: Lawrence Erlbaum Associates.Google Scholar
Gass, S. M., & Lewis, K.
(2007) Perceptions of interactional feedback: Differences between heritage language learners and non-heritage language learners. In A. Mackey (Ed.), Conversational interaction in second language acquisition: A series of empirical studies (pp. 79–99). Oxford: Oxford University Press.Google Scholar
Hartshorn, K. J. Evans, N. W. Merrill, P. F. Sudweeks, R. R. Strong-Krause & Anderson, N. J.
(2010) Effects of dynamic corrective feedback on ESL wiring accuracy. TESOL Quarterly, 44, 84–109. CrossrefGoogle Scholar
Havranek, G., & Cesnik, H.
(2001) Factors Affecting the Success of Corrective Feedback (Vol. 1). Amsterdam: John Benjamins. CrossrefGoogle Scholar
Hegleheimer, V. & Chapelle, C.
(2000) Methodological Issues in Research on Learner-Computer Interactions in Call. Language Learning & Technology, 4(1), May 2000, 41–59.Google Scholar
Heift, T.
(2016) Web Delivery of Adaptive and Interactive Language Tutoring: Revisited. International Journal of Artificial Intelligence in Education, 489–503. CrossrefGoogle Scholar
(2010a) Prompting in CALL: A longitudinal study of learner uptake. Modern Language Journal, 94(2), 198–216. CrossrefGoogle Scholar
(2010b) Developing an Intelligent Language Tutor. CALICO, 27(3), 443–459. CrossrefGoogle Scholar
(2004) Corrective feedback and learner uptake in CALL. ReCALL, 16, 416–431. CrossrefGoogle Scholar
(2003) Type or Drag, but don’t Click: A Study on the Effectiveness of Different CALL Exercise Types. Canadian Journal of Applied Linguistics, 6(3), 69–87.Google Scholar
(2002) Learner control and error correction in ICALL: Browsers, peekers and adamants. CALICO Journal, 19, 295–313. CrossrefGoogle Scholar
(2001) Error-Specific and Individualized Feedback in a Web-based Language Tutoring System: Do They Read It? ReCALL, 13(2), 129–142.Google Scholar
Heift, T. & Rimrott, A.
(2008) Learner Responses to Corrective Feedback for Spelling Errors in CALL. System, 36(2), 196–213. CrossrefGoogle Scholar
Heift, T. & Schulze, M.
(2007) Errors and Intelligence in Computer-Assisted Language Learning: Parsers and Pedagogues. Routledge New York.Google Scholar
Hendrickson, J.
(1978) Error correction in foreign language teaching: Recent theory, research and practice. Modern Language Journal, 62, 387–98.Google Scholar
Hymes, D.
(1966) Two types of linguistic relativity. In W. Bright (ed.), Sociolinguistics (pp. 114–158). The Hague: Mouton.Google Scholar
Krashen, S.
(1982) Principles and practice in second language acquisition. Oxford: Pergamon.Google Scholar
Kregar, S.
(2011) Relative Effectiveness of Corrective Feedback Types in Computer-Assisted Language Learning. PhD diss., Florida State University.Google Scholar
Lado, B., Wood Bowden, H., Stafford, C. and Sanz, C.
(2014) A fine-grained analysis of the Eefects of negative evidence with and without metalinguistic information in language development. Language Teaching Research, 18, 320–244. CrossrefGoogle Scholar
Lightbown, P. M., & Spada, N.
(1999) How languages are learned. Oxford, UK: Oxford University Press.Google Scholar
Liu, Y.
(2008) The effects of error feedback in second language writing. Arizona working papers in SLA & Teaching, 15, 65–79.Google Scholar
Long, M. H.
(1996) The role of linguistic environment in second language acquisition. In W. C. Ritchie & T. K. Bhatia, (Eds.), Handbook of second language acquisition (pp. 413–468). San Diego, CA: Academic Press.Google Scholar
Lyster, R., & Ranta, L.
(1997) Corrective feedback and learner uptake. Studies in Second Language Acquisition, 19(1), 37–66. CrossrefGoogle Scholar
Lyster, R., & Izquierdo, J.
(2009) Prompts versus recasts in dyadic interaction. Language Learning, 59, 453–498. CrossrefGoogle Scholar
Mackey, A., Al-Khalil, M., Atanassova, G., Hama, M., Logan-Terry, A., & Nakatsukasa, K.
(2007) Teachers’ intentions and learners’ perceptions about corrective feedback in the L2classroom. Innovation in Language Learning and Teaching, 1, 129–152. CrossrefGoogle Scholar
Mackey, A., Gass, S., & McDonough, K.
(2000) How do learners perceive interactional feedback? Studies in Second Language Acquisition, 22, 471–498. CrossrefGoogle Scholar
Mackey, A., & Philp, J.
(1998) Conversational interaction and second language development: Recasts, responses, and red herrings? The Modern Language Journal, 82, 338–356. CrossrefGoogle Scholar
Moreno, N.
(2007) The effects of type of task and type of feedback on L2 development in CALL. PhD diss., Georgetown University.Google Scholar
Murphy, P.
(2007) Reading comprehension exercises online: The effects of, feedback, proficiency and interaction. Language Learning & Technology, 11, 107–129.Google Scholar
Nagata, N.
(1997) An experimental comparison of deductive and inductive feedback generated by a simple parser. System, 25(4), 515–534. CrossrefGoogle Scholar
(1996) Computer vs. workbook instruction in second language acquisition. CALICO Journal, 14, 53–75.Google Scholar
(1993) Intelligent Computer Feedback for Second Language Instruction. The Modern Language Journal, 77(iii), 330–339. CrossrefGoogle Scholar
Nagata, N., & Swisher, M. V.
(1995) A study of consciousness-raising by computer: The effect of metalinguistic feedback on second language learning. Foreign Language Annals, 28(3), 337–347. CrossrefGoogle Scholar
Nassaji, H.
(2009) Effects of recasts and elicitations in dyadic interaction and the role of feedback explicitness. Language Learning, 59, 411–452. CrossrefGoogle Scholar
(2017) The effectiveness of extensive versus intensive recasts for learning L2 grammar. The Modern Language Journal, 101(2), 353–368. CrossrefGoogle Scholar
Nassaji, H. & Kartchava, E.
(2017) Corrective Feedback in Second Language Teaching and Learning: Research, Theory, Applications, Implications. Routledge, New York.Google Scholar
Nassaji, H. & Swain, M.
(2000) A Vygotskian perspective on corrective feedback in L2: the effect of random versus negotiated help on the learning of English articles. Language Awareness, 9, 1, 34–51. CrossrefGoogle Scholar
Nicholas, H., Lightbown, P. M., & Spada, N.
(2001) Recasts as feedback to language learners. Language Learning, 51(4), 719–758. CrossrefGoogle Scholar
Norris, J. M., & Ortega, L.
(2000) Effectiveness of L2 instruction: A research synthesis and quantitative meta-analysis. Language Learning, 50(3), 417–528. CrossrefGoogle Scholar
Peterson, K.
(2010) Implicit Corrective Feedback in Computer-Guided Interaction. Does Mode Matter? PhD diss., Georgetown University.Google Scholar
Pica, T.
(1994) Research on negotiation: What does it reveal about second-language learning conditions, processes, and outcomes? Language Learning, 44(3), 493–527. CrossrefGoogle Scholar
Pujolà, J.-T.
(2002) CALLing for help: Researching language learning strategies using help facilities in a web-based multimedia program. ReCALL, 14, 253–262. CrossrefGoogle Scholar
(2001) Did CALL Feedback Feed Back? Researching Learners’ Use of Feedback. ReCALL, 13(1), 79–98. CrossrefGoogle Scholar
Rimrott, A. & Heift, T.
(2008) Evaluating Automatic Detection of Misspellings in German. Language Learning &Technology, 12(3), pp. 73–92.Google Scholar
Robinson, G., Underwood, J., Rivers, W., Hernandez, J., Rudisill, C., Eseñat, C.
(1985) Computer-Assisted Instruction in Foreign Language Education: A Comparison of the Effectiveness of Different Methodologies and Different Forms of Error Correction. San Francisco: Center for Language and Crosscultural Skills. ERIC ED 262 626.Google Scholar
Rosa, E. and Leow, R.
(2004) Computerized task-based exposure, explicitness and type of feedback on Spanish L2 development. Modern Language Journal, 88, 192–217. CrossrefGoogle Scholar
Sagarra, N., & Abbuhl, R.
(2013) Optimizing the noticing of recasts via computer-delivered feedback: Evidence that oral input enhancement and working memory help second language learning. Modern Language Journal, 97(1), 196–216. CrossrefGoogle Scholar
Sanz, C.
(2004) Computer delivered implicit vs. explicit feedback in processing instruction. In B. VanPatten (Ed.), Processing instruction: Theory, research, and commentary (pp. 241–255). Mahwah, NJ: Lawrence Erlbaum Associates.Google Scholar
Sanz, C., & Morgan-Short, K.
(2004) Positive evidence versus explicit rule presentation and explicit negative feedback: A computer-assisted study. Language Learning, 54 (1), 35–78. CrossrefGoogle Scholar
Schmidt, R.
(1995) Consciousness and foreign language learning: A tutorial on the role of attention and awareness. In R. Schmidt (Ed.), Attention and awareness in foreign language teaching and learning (Technical Report No. 9) (pp. 1–64). Honolulu: University of Hawai’i at Manoa.Google Scholar
(1990) The role of consciousness in second language learning. Applied Linguistics, 11(2), 129–158. CrossrefGoogle Scholar
Schulze, M. & Heift, T.
(2013) Intelligent CALL. In M. Thomas, H. Reinders & M. Warschauer (Eds.), Contemporary Computer-Assisted Language Learning (pp. 249–265). London & New York: Continuum.Google Scholar
Sheen, Y.
(2008) Recasts, language anxiety, modified output, and L2 learning. Language Learning, 58(4), 835–874. CrossrefGoogle Scholar
Sheen, Y.-H.
(2004) Corrective feedback and learner uptake in communicative classrooms across instructional settings, Language Teaching Research, 8(3), 263–300. CrossrefGoogle Scholar
Sheen, Y., Wright, D. & Moldawa, A.
(2009) Differential effects of focused and unfocused written correction on the accurate use of grammatical forms by adult ESL learners. System, 37, 556–569. CrossrefGoogle Scholar
Storch, N. & Wigglesworth, G.
(2010a) Learners’ processing, uptake and retention of corrective feedback on writing. Case studies. Studies in Second Language Acquisition, 32, 1–32. CrossrefGoogle Scholar
Trofimovich, P., Ammar, A., & Gatbonton, E.
(2007) How effective are recasts? The role of attention, memory, and analytic ability. In A. Mackey (Ed.), Conversational interaction in second language acquisition: A collection of empirical studies (pp. 171–195). Oxford: Oxford University Press.Google Scholar
Truscott, J., & Hsu, A. Y.
(2008) Error correction, revision, and learning. Journal of Second Language Writing, 17, 292–305. CrossrefGoogle Scholar
Truscott, J.
1996The case against grammar correction in L2 writing classes. Language Learning, 46, 327–369. CrossrefGoogle Scholar
Tsay, C., Kofinas, A., Luo, J.
(2018) Enhancing student learning experience with technology-mediated gamification: an empirical study, Computers and Education, 121, pp.1–17. CrossrefGoogle Scholar
Wong, M., Zhao, H., & MacWhinney, B.
(2018) A cognitive linguistics application for second language pedagogy: The English preposition tutor. Language Learning, 68(2), 438–468. CrossrefGoogle Scholar
van der Linden, E.
(1993) Does Feedback Enhance Computer-Assisted Language Learning? Computers in Education, 21(1/2), 61–65. CrossrefGoogle Scholar
Yang, J. C., & Akahori, K.
(1999) An Evaluation of Japanese CALL Systems on the WWW Comparing a Freely Input Approach with Multiple Selection. Computer Assisted Language Learning, 12(1), 59–79. CrossrefGoogle Scholar
Ziegler, N., Meurers, D., Rebuschat, P., Ruiz, S., Moreno-Vega, J. L., Chinkina, M.
(2017) Interdisciplinary research at the intersection of CALL, NLP, and SLA: Methodological implications from an input enhancement project. Language Learning, 67(S1), 210–232. CrossrefGoogle Scholar
Cited by

Cited by 2 other publications

Cárdenas-Claros, Mónica Stella
2020. Conceptualizing feedback in computer-based L2 language listening. Computer Assisted Language Learning  pp. 1 ff. Crossref logo
Loncar, Michael, Wayne Schams & Jong-Shing Liang
2021. Multiple technologies, multiple sources: trends and analyses of the literature on technology-mediated feedback for L2 English writing published from 2015-2019. Computer Assisted Language Learning  pp. 1 ff. Crossref logo

This list is based on CrossRef data as of 15 september 2021. Please note that it may not be complete. Sources presented here have been supplied by the respective publishers. Any errors therein should be reported to them.