Cited by

Cited by 9 other publications

Gurzynski-Weiss, Laura
2017.  In Expanding Individual Difference Research in the Interaction Approach [AILA Applied Linguistics Series, 16],  pp. 152 ff. Crossref logo
Gurzynski-Weiss, Laura & Melissa Baralt
2014. EXPLORING LEARNER PERCEPTION AND USE OF TASK-BASED INTERACTIONAL FEEDBACK IN FTF AND CMC MODES. Studies in Second Language Acquisition 36:1  pp. 1 ff. Crossref logo
Kärner, Tobias & Julia Warwas
2015. Functional relevance of students’ prior knowledge and situational uncertainty during verbal interactions in vocational classrooms: evidence from a mixed-methods study. Empirical Research in Vocational Education and Training 7:1 Crossref logo
Nakatsukasa, Kimi
2019. Gesture-enhanced recasts have limited effects: A case of the regular past tense. Language Teaching Research  pp. 136216881987028 ff. Crossref logo
Saito, Kazuya & Roy Lyster
2012. Effects of Form-Focused Instruction and Corrective Feedback on L2 Pronunciation Development of /ɹ/ by Japanese Learners of English. Language Learning 62:2  pp. 595 ff. Crossref logo
Smit, Nienke, Marijn van Dijk, Kees de Bot & Wander Lowie
2021. The complex dynamics of adaptive teaching: observing teacher-student interaction in the language classroom. International Review of Applied Linguistics in Language Teaching 0:0 Crossref logo
Tan, May
2011. Mathematics and science teachers’ beliefs and practices regarding the teaching of language in content learning. Language Teaching Research 15:3  pp. 325 ff. Crossref logo
Wang, Weiqing & Shaofeng Li
2021. Corrective feedback and learner uptake in American ESL and Chinese EFL classrooms: A comparative study. Language, Culture and Curriculum 34:1  pp. 35 ff. Crossref logo
Yu, Shulin, Bo Wang & Timothy Teo
2018. Understanding linguistic, individual and contextual factors in oral feedback research: A review of empirical studies in L2 classrooms. Educational Research Review 24  pp. 181 ff. Crossref logo

This list is based on CrossRef data as of 16 april 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.