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. 251276


Beauvois, M. H.
(1992) Computer-assisted classroom discussion in the foreign language classroom: Conversation in slow motion. Foreign Language Annals, 25(5), 455–464. CrossrefGoogle Scholar
Bialystok, E.
(1990) Communication strategies: A psychological analysis of second-language use. B. Blackwell.Google Scholar
Blake, R.
(2000) Computer mediated communication: A window on L2 Spanish interlanguage. Language Learning & Technology, 4(1), 111–125.Google Scholar
Blake, R. J.
(2005) Bimodal CMC: The glue of language learning at a distance. CALICO Journal, 497–511.Google Scholar
Bueno-Alastuey, M. C.
(2013) Interactional feedback in Synchronous Voice-based Computer Mediated Communication: Effect of dyad. System, 41(3), 543–559. CrossrefGoogle Scholar
Chapelle, C.
(1997) CALL in the year 2000: Still in search of research paradigms? Language Learning & Technology, 1(1), 19–43.Google Scholar
Chapelle, C. A.
(1998) Multimedia CALL: Lessons to be learned from research on instructed SLA. Language Learning & Technology, 2(1), 22–34. Google Scholar
(2009) The relationship between second language acquisition theory and computer-assisted language learning. The Modern Language Journal, 93, 741–753. CrossrefGoogle Scholar
Chun, D. M.
(1994) Using computer networking to facilitate the acquisition of interactive competence. System, 22, 17–31. CrossrefGoogle Scholar
(1998) Using computer-assisted classroom discussion to facilitate the acquisition of interactive competence. In J. Swaffar, S. Romano, P. Markley, & K. Arens (Eds.), Language learning online: Theory and practice in the ESL and L2 computer classroom (pp. 57–80). Austin, TX: Labyrinth.Google Scholar
Doughty, C. J., & Long, M. H.
(2003) Optimal psycholinguistic environments for distance foreign language learning. Language Learning & Technology, 7(3), 50–80.Google Scholar
Faerch, C., & Kasper, G.
(1983) Strategies in interlanguage communication. Longman Pub Group.Google Scholar
Faraco, M., & Kida, T.
(2008) Some remarks on gesture in second language classroom. Gesture in Second Language Acquisition. Laurence Erlbaum Associates.Google Scholar
Gass, S. M., & Mackey, A.
(Eds.) (2012) The Routledge handbook of second language acquisition. London ; New York: Routledge.Google Scholar
González-Lloret, M., & Ortega, L.
(Eds.) (2014) Technology-mediated TBLT: Researching technology and tasks. Amsterdam ; Philadelphia: John Benjamins Publishing Company. CrossrefGoogle Scholar
Gullberg, M.
(1998) Gesture as a communication strategy in second language discourse: A study of learners of French and Swedish (Vol. 35). Lund University Press.Google Scholar
Gurzynski-Weiss, L.
(2016) Factors influencing Spanish instructors’ in-class feedback decisions. The Modern Language Journal, 100(1), 255–275. CrossrefGoogle Scholar
Gurzynski-Weiss, L., & Baralt, M.
(2014) Exploring learner perception and use of task-based interactional feedback in face-to-face and computer-mediated modes. Studies in Second Language Acquisition, 36(1), 1–37. CrossrefGoogle Scholar
(2015) Does type of modified output correspond to learner noticing of feedback? A closer look in face-to-face and computer-mediated task-based interaction. Applied Psycholinguistics, 36(6), 1393–1420. CrossrefGoogle Scholar
Heaton, J. B.
(1966) Composition through pictures. Longman Group United Kingdom.Google Scholar
Keck, C. M., Iberri-Shea, G., Tracy-Ventura, N., & Wa-Mbaleka, S.
(2006) Investigating the empirical link between task-based interaction and acquisition: A meta-analysis. In J. M. Norris & L. Ortega (Eds.), Language Learning & Language Teaching (Vol. 13, pp. 91–131). CrossrefGoogle Scholar
Kellerman, S.
(1992) ‘I see what you mean’: The role of kinesic behaviour in listening and implications for foreign and second language learning. Applied Linguistics, 13(3), 239–258. CrossrefGoogle Scholar
Kelm, O. R.
(1992) The use of synchronous computer networks in second language instruction: A preliminary report. Foreign Language Annals, 25(5), 441–454. CrossrefGoogle Scholar
Kern, R. G.
(1995) Restructuring classroom interaction with networked computers: Effects on quantity and characteristics of language production. The Modern Language Journal, 79(4), 457–476. CrossrefGoogle Scholar
Kim, Y., & McDonough, K.
(2008) The effect of interlocutor proficiency on the collaborative dialogue between Korean as a second language learners. Language Teaching Research, 12(2), 211–234. CrossrefGoogle Scholar
Lai, C., & Li, G.
(2011) Technology and task-based language teaching: A critical review. CALICO Journal, 28(2), 498–521. CrossrefGoogle Scholar
Lee, L.
(2007) Fostering second language oral communication through constructivist interaction in desktop videoconferencing. Foreign Language Annals, 40(4), 635–649. CrossrefGoogle Scholar
Leeser, M. J.
(2004) Learner proficiency and focus on form during collaborative dialogue. Language Teaching Research, 8(1), 55–81. CrossrefGoogle Scholar
Long, M. H.
(1983) Linguistic and conversational adjustments to non-native speakers. Studies in Second Language Acquisition, 5(02), 177. CrossrefGoogle Scholar
(1996) The role of the linguistic environment in second language acquisition. In W. C. Ritchie & T. K. Bhatia (Eds.), Handbook of Second Language Acquisition (pp. 413–468). CrossrefGoogle Scholar
(2007) Problems in SLA. New York: Routledge.Google Scholar
Mackey, A., & Goo, J.
(2007) Interaction research in SLA: A meta-analysis and research synthesis. In A. Mackey (Ed.), Conversational interaction in second language acquisition: a series of empirical studies (pp. 407–453). Oxford: Oxford University Press.Google Scholar
Mackey, A., Oliver, R., & Leeman, J.
(2003) Interactional input and the incorporation of feedback: An exploration of NS-NNS and NNS-NNS adult and child dyads. Language Learning, 53(1), 35–66. CrossrefGoogle Scholar
MacWhinney, B.
(2003) Child language analyses (CLAN) (version 23 September 2003) [Computer software]. Pittsburgh, PA: Author.Google Scholar
Mayer, R. E.
(2009) Multimedia learning (2nd ed.). New York: Cambridge University Press. CrossrefGoogle Scholar
McDonough, K., & Mackey, A.
(2006) Responses to recasts: Repetitions, primed production, and linguistic development. Language Learning, 56(4), 693–720. CrossrefGoogle Scholar
Oliver, R.
(2000) Age differences in negotiation and feedback in classroom and pairwork. Language Learning, 50(1), 119–151. CrossrefGoogle Scholar
Pellettieri, J.
(2000) Negotiation in cyberspace: The role of chatting in the development of grammatical competence. In M. Warschauer & R. Kern (Eds.), Network-based Language Teaching (pp. 59–86). CrossrefGoogle Scholar
Salaberry, M. R.
(2000) L2 morphosyntactic development in text-based computer-mediated communication. Computer Assisted Language Learning, 13(1), 5–27. CrossrefGoogle Scholar
Sauro, S.
(2011) SCMC for SLA: A research synthesis. CALICO Journal, 28(2), 369–391. CrossrefGoogle Scholar
Sauro, S., & Smith, B.
(2010) Investigating L2 performance in text-chat. Applied Linguistics, 31(4), 554–577. CrossrefGoogle Scholar
Smith, B.
(2003) Computer–mediated negotiated interaction: An expanded model. The Modern Language Journal, 87(1), 38–57. CrossrefGoogle Scholar
(2004) Computer-mediated negotiated interaction and lexcial acquisition. Studies in Second Language Acquisition, 26(03). CrossrefGoogle Scholar
(2010) Employing eye-tracking technology in researching the effectiveness of recasts in CMC. In F. M. Hult (Ed.), Directions and Prospects for Educational Linguistics (Vol. 11, pp. 79–97). CrossrefGoogle Scholar
Sueyoshi, A., & Hardison, D. M.
(2005) The role of gestures and facial cues in second language listening comprehension. Language Learning, 55(4), 661–699. CrossrefGoogle Scholar
Swain, M.
(1985) Communicative competence: Some roles of comprehensible input and comprehensible output in its development. In S. M. Gass & C. Madden (Eds.), Input in second language acquisition (pp. 165–179). Rowley, MA: Newbury House.Google Scholar
(1995) Three functions of output in second language learning. In G. Cook & B. Seidlhofer (Eds.), Principle and practice in applied linguistics: Studies in honour of HG Widdowson (pp. 125–144). New York: Oxford University Press.Google Scholar
(1998) Focus on form through conscious reflection. In C. Doughty & J. Williams (Eds.), Focus on form in classroom second language acquisition (pp. 64–81). Cambridge: Cambridge University Press.Google Scholar
Swain, M. & Lapkin, S.
(1998) Interaction and second language learning: Two adolescent French immersion students working together. Modern Language Journal, 82(3), 320–338.Google Scholar
Swain, M.
(2005) The output hypothesis: Theory and research. In E. Hinkel (Ed.), Handbook of research in second language teaching and learning (pp. 495–508). Routledge.Google Scholar
Sykes, J. M.
(2005) Synchronous CMC and pragmatic development: Effects of oral and written chat. CALICO Journal, 22(3), 399–431. CrossrefGoogle Scholar
Warschauer, M.
(1996) Comparing face-to-face and electronic communication in the second language classroom. CALICO Journal, 13(2), 7–26.Google Scholar
(1997) Computer-mediated collaborative learning: Theory and practice. The Modern Language Journal, 81(4), 470–481. CrossrefGoogle Scholar
Yanguas, I.
(2010) Oral computer-mediated interaction between L2 learners: It’s about time! Language Learning & Technology, 14(3), 72–93.Google Scholar
(2012) Task-based oral computer-mediated communication and L2 vocabulary acquisition. CALICO Journal, 29(3), 507–531. CrossrefGoogle Scholar
Yanguas, I., & Bergin, T.
(2018) Focus on form in task-based L2 oral computer-mediated communication. Language Learning & Technology, 22(3), 65–81. CrossrefGoogle Scholar
Yilmaz, Y., & Yuksel, D.
(2011) Effects of communication mode and salience on recasts: A first exposure study. Language Teaching Research, 15(4), 457–477. CrossrefGoogle Scholar
Ziegler, N.
(2016) Taking technology to task: Technology-mediated TBLT, performance, and production. Annual Review of Applied Linguistics, 36, 136–163. CrossrefGoogle Scholar
(2017) The contingency of recasts, learners’ noticing, and L2 development: Insights on saliency from multiple modalities. In S. Gass, P. Spinner, & J. Behney (Eds.). Salience and SLA. Routledge.Google Scholar
Ziegler, N. & Smith, G.
(2017) Teacher individual differences: A first look at working memory, feedback, and modified output opportunities. In L. Gurzynski-Weiss (Ed.), Expanding individual difference research in the interaction approach: Examining learners, instructors, and researchers. Amsterdam: John Benjamins.Google Scholar
Cited by

Cited by 1 other publications

Canals, Laia
2021. Multimodality and translanguaging in negotiation of meaning. Foreign Language Annals 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.