Article published in:
Learning-to-Write and Writing-to-Learn in an Additional Language
Edited by Rosa M. Manchón
[Language Learning & Language Teaching 31] 2011
► pp. 159179
Cited by

Cited by other publications

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2017. The Use of Models as Written Corrective Feedback in English as a Foreign Language (EFL)Writing. Annual Review of Applied Linguistics 37  pp. 110 ff. Crossref logo
Lam, Ricky
2014. Promoting self-regulated learning through portfolio assessment: testimony and recommendations. Assessment & Evaluation in Higher Education 39:6  pp. 699 ff. Crossref logo
Mancho-Barés, Guzman & Marta Aguilar-Pérez
2020. EMI lecturers’ practices in correcting English. Journal of Immersion and Content-Based Language Education  pp. 1 ff. Crossref logo
Papi, Mostafa, Anna Vitalyevna Bondarenko, Brenda Wawire, Chen Jiang & Shiyao Zhou
2020. Feedback-seeking behavior in second language writing: motivational mechanisms. Reading and Writing 33:2  pp. 485 ff. Crossref logo
Reichelt, Melinda, Natalie Lefkowitz, Carol Rinnert & Jean Marie Schultz
2012. Key Issues in Foreign Language Writing. Foreign Language Annals  pp. n/a ff. Crossref logo
Zarrinabadi, Nourollah & Mohsen Rezazadeh
2020. Why only feedback? Including feed up and feed forward improves non-linguistic aspects of L2 writing. Language Teaching Research  pp. 136216882096072 ff. Crossref logo
Zheng, Yao, Shulin Yu & Zhuoyao Liu
2020. Understanding individual differences in lower-proficiency students’ engagement with teacher written corrective feedback. Teaching in Higher Education  pp. 1 ff. Crossref logo

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