Chapter published in:
Synthesizing Research on Language Learning and Teaching
Edited by John M. Norris and Lourdes Ortega
[Language Learning & Language Teaching 13] 2006
► pp. 133164
Cited by

Cited by 25 other publications

Chapelle, Carol A., Jonathan Schmidgall, Alexis Lopez, Ian Blood, Jennifer Wain, Yeonsuk Cho, Amy Hutchison, Hye‐Won Lee & Ahmet Dursun
2018. Designing a Prototype Tablet‐Based Learning‐Oriented Assessment for Middle School English Learners: An Evidence‐Centered Design Approach. ETS Research Report Series 2018:1  pp. 1 ff. Crossref logo
Dubetz, Nancy & Jennifer Collett
2020. Studying Program Effectiveness in Preparing Teachers for English Learners. Action in Teacher Education 42:3  pp. 190 ff. Crossref logo
Ebadijalal, Marjan & Nouroddin Yousofi
2021. The impact of mobile-assisted peer feedback on EFL learners’ speaking performance and anxiety: does language make a difference?. The Language Learning Journal  pp. 1 ff. Crossref logo
Evans, Norman W., K. James Hartshorn, Robb M. McCollum & Mark Wolfersberger
2010. Contextualizing corrective feedback in second language writing pedagogy. Language Teaching Research 14:4  pp. 445 ff. Crossref logo
Fujii, Akiko, Nicole Ziegler & Alison Mackey
2016.  In Peer Interaction and Second Language Learning [Language Learning & Language Teaching, 45],  pp. 63 ff. Crossref logo
Gamallo Otero, Pablo, Marcos Garcia, Iria del Río & Isaac González López
2015.  In Learner Corpora in Language Testing and Assessment [Studies in Corpus Linguistics, 70],  pp. 35 ff. Crossref logo
Goo, Jaemyung, Gisela Granena, Yucel Yilmaz & Miguel Novella
2015.  In Implicit and Explicit Learning of Languages [Studies in Bilingualism, 48],  pp. 443 ff. Crossref logo
Gómez Argüelles, Lizbeth, Edith Hernández Méndez & Moisés D. Perales Escudero
2019. EFL Teachers’ Attitudes Towards Oral Corrective Feedback: A Case Study. Profile: Issues in Teachers´ Professional Development 21:1  pp. 107 ff. Crossref logo
Ha, Xuan Van & Loc Tan Nguyen
2021. Targets and Sources of Oral Corrective Feedback in English as a Foreign Language Classrooms: Are Students' and Teachers' Beliefs Aligned?. Frontiers in Psychology 12 Crossref logo
2010. Prompting in CALL: A Longitudinal Study of Learner Uptake. The Modern Language Journal 94:2  pp. 198 ff. Crossref logo
Heift, Trude & Anne Rimrott
2008. Learner responses to corrective feedback for spelling errors in CALL. System 36:2  pp. 196 ff. Crossref logo
Kachinske, Ilina, Peter Osthus, Katya Solovyeva & Mike Long
2015.  In Implicit and Explicit Learning of Languages [Studies in Bilingualism, 48],  pp. 385 ff. Crossref logo
Keck, Casey & YouJin Kim
2014.  In Pedagogical Grammar, 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
Mifka-Profozic, Nadia
2015. Effects of corrective feedback on L2 acquisition of tense-aspect verbal morphology. Language, Interaction and Acquisition 6:1  pp. 149 ff. Crossref logo
Mifka-Profozic, Nadia
2020. Recasts versus clarification requests: The relevance of linguistic target, proficiency, and communicative ability. International Review of Applied Linguistics in Language Teaching 0:0 Crossref logo
Pawlak, Mirosław
2013.  In Teaching and Researching English Accents in Native and Non-native Speakers [Second Language Learning and Teaching, ],  pp. 85 ff. Crossref logo
Renner, Julia
2015. Oral Corrective Feedback: Examining Teacher- Initiated Correction of CFL (Chinese as a Foreign Language) Learners’ Pronunciation Errors. Vienna Journal of East Asian Studies 7:1  pp. 197 ff. Crossref logo
Saeli, Hooman & An Cheng
2021. Discrepancies in Teachers’ Perceptions and Reported Practices: The Case of Written Feedback in an EFL Context. European Journal of Applied Linguistics 9:2  pp. 307 ff. Crossref logo
Sato, Masatoshi & Susan Ballinger
2016.  In Peer Interaction and Second Language Learning [Language Learning & Language Teaching, 45],  pp. 1 ff. Crossref logo
Teixeira, Joana
2021.  In L1 Acquisition and L2 Learning [Language Acquisition and Language Disorders, 65],  pp. 230 ff. Crossref logo
Tomita, Yasuyo & Nina Spada
2013. Form‐focused instruction and learner investment in L2 communication. The Modern Language Journal 97:3  pp. 591 ff. Crossref logo
Toth, Paul D. & Kristin J. Davin
2016. The Sociocognitive Imperative of L2 Pedagogy. The Modern Language Journal 100:S1  pp. 148 ff. Crossref logo
Vásquez, Camilla & Jane Harvey
2010. Raising teachers’ awareness about corrective feedback through research replication. Language Teaching Research 14:4  pp. 421 ff. Crossref logo
Wisniewski, Benedikt, Klaus Zierer & John Hattie
2020. The Power of Feedback Revisited: A Meta-Analysis of Educational Feedback Research. Frontiers in Psychology 10 Crossref logo

This list is based on CrossRef data as of 30 november 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.