Cited by

Cited by 13 other publications

Goo, Jaemyung
2019. Interaction in L2 Learning. In The Cambridge Handbook of Language Learning,  pp. 233 ff. DOI logo
Goo, Jaemyung & Alison Mackey
2013. THE CASE AGAINST THE CASE AGAINST RECASTS. Studies in Second Language Acquisition 35:1  pp. 127 ff. DOI logo
Gurzynski-Weiss, Laura
2017. Chapter 7. Instructor individual characteristics and L2 interaction. In Expanding Individual Difference Research in the Interaction Approach [AILA Applied Linguistics Series, 16],  pp. 152 ff. DOI logo
GURZYNSKI-WEISS, LAURA & MELISSA BARALT
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  pp. 1393 ff. DOI logo
Gurzynski‐Weiss, Laura & Andrea Révész
2012. Tasks, Teacher Feedback, and Learner Modified Output in Naturally Occurring Classroom Interaction. Language Learning 62:3  pp. 851 ff. DOI logo
Ishikawa, Tomohito
2014. The Influence of Intentional Reasoning on EFL Fluency Using Tasks. In Exploring EFL Fluency in Asia,  pp. 143 ff. DOI logo
Jackson, Daniel O. & Sakol Suethanapornkul
2013. The Cognition Hypothesis: A Synthesis and Meta‐Analysis of Research on Second Language Task Complexity. Language Learning 63:2  pp. 330 ff. DOI logo
Lyster, Roy, Kazuya Saito & Masatoshi Sato
2013. Oral corrective feedback in second language classrooms. Language Teaching 46:1  pp. 1 ff. DOI logo
Moghaddam, Seyyed Reza Mousavi & Fatemeh Behjat
2014. Overt-correction vs. Recasts and Grammar Performance of Iranian Male Learners of English. Journal of Language Teaching and Research 5:4 DOI logo
Rezaei, Amir & Antonella Valeo
2023. Investigating the impact of task complexity on uptake and noticing of corrective feedback recasts. International Review of Applied Linguistics in Language Teaching 61:4  pp. 1271 ff. DOI logo
Révész, Andrea
2012. Working Memory and the Observed Effectiveness of Recasts on Different L2 Outcome Measures. Language Learning 62:1  pp. 93 ff. DOI logo
Toth, Paul D. & Kristin J. Davin
2016. The Sociocognitive Imperative of L2 Pedagogy. The Modern Language Journal 100:S1  pp. 148 ff. DOI logo
Yamashita, Taichi

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