Publications

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Mikulski, Ariana M., Idoia Elola, Ana Rodriguez Padial and Grant Berry. 2019. Written feedback in heritage Spanish classrooms. A national survey of students and instructors. Revista Española de Lingüística Aplicada 32 (2) : 543–572.
Tracy-Ventura, Nicole, Amanda Huensch, Judith Bridges and Jhon A. Cuesta Medina. 2019. Variables affecting the maintenance of L2 proficiency and fluency four years post-study abroad. Study Abroad Research in Second Language Acquisition and International Education 4 (1) : 96–115.
Li, Shaofeng and Mengxia Fu. 2019. The associations between individual differences in working memory and the effectiveness of immediate and delayed corrective feedback. Journal of Second Language Studies 2 (2) : 233–257.
Montealegre Ramón, Félix. 2019. Exploring the learning potential of models with secondary school EFL learners. Revista Española de Lingüística Aplicada 32 (1) : 155–184.
Pham, Thi Thanh Thuy, Thi Thanh Ha Do, Nguyen Thi Thuy Minh and Tuan Anh Nguyen. 2019. The effects of corrective feedback with and without revision on enhancing L2 pragmatic performance. Applied Pragmatics 1 (1) : 1–25.
Sánchez Centeno, Adelina and Silvana Yanina Ponce. 2019. Beliefs about oral corrective feedback in an Argentinean EFL university classroom: Their impact on a teacher’s classroom actions. Apples - Journal of Applied Language Studies 13 (3) : 35–58.
Solier, Clara, Cyril Perret, Lorraine Baqué and Christiane Soum-Favaro. 2019. Written training tasks are better than oral training tasks at improving L2 learners’ speech production. Applied Psycholinguistics 40 (6) : 1455–1480.
Prinsloo, Danie and Elsabé Taljard. 2019. The Sepedi Helper Writing Assistant: A User Study. Language Matters: Studies in the Languages of Africa 50 (2) : 73–99.
Zhu, Yan and Beilei Wang. 2019. Investigating English language learners’ beliefs about oral corrective feedback at Chinese universities: a large-scale survey. Language Awareness 28 (2) : 139–161.
Arano, Yusuke. 2018. Post-other-correction repeat: Aspects of a third-position action in correction sequences. Journal of Pragmatics 136 : 5–19.
Drew, Paul. 2018. Epistemics in social interaction. Discourse Studies 20 (1) : 163–187.
Hallin, Anna Eva and Christina Reuterskiöld. 2018. Effects of frequency and morphosyntactic structure on error detection, correction, and repetition in Swedish-speaking children. Applied Psycholinguistics 39 (6) : 1189–1220.
Buyse, K., Elke Van Steendam and Marisela Bonilla Lopez. 2017. Comprehensive corrective feedback on low and high proficiency writers. Examining attitudes and preferences. International Journal of Applied Linguistics 168 (1) : 91–128.
Bosco, Francesca M. and Ilaria Gabbatore. 2017. Theory of mind in recognizing and recovering communicative failures. Applied Psycholinguistics 38 (1) : 57–88.
Lyster, Roy and Andrew H. Lee. 2017. Can corrective feedback on second language speech perception errors affect production accuracy? Applied Psycholinguistics 38 (2) : 371–393.
Bitchener, John. 2016. To what extent has the published written CF research aided our understanding of its potential for L2 development? International Journal of Applied Linguistics 167 (2) : 111–131.
Buendgens-Kosten, Judith. 2016. “Please Check for Grammar.”: Code-Alternations in a Language Learning Blogging Community. Journal of language contact 9 (1) : 71–100.
Petitjean, Cécile and Francesco Cangemi. 2016. Laughter in correction sequences in speech therapy sessions. Journal of Pragmatics 99 : 17–38.
Leontjev, Dmitri. 2016. Exploring and reshaping learners’ beliefs about the usefulness of corrective feedback. A sociocultural perspective. International Journal of Applied Linguistics 167 (1) : 46–77.
Breeze, Ruth and Hanne Roothooft. 2016. A comparison of EFL teachers’ and students’ attitudes to oral corrective feedback. Language Awareness 25 (4) : 318–355.
Bardzokas, Valandis. 2015. Correction-but: A relevance-theoretic reappraisal. Language & Communication 45 : 27–45.
Nguyen, Thi Thuy Minh, Thi Thanh Thuy Pham, Anh Tuan Nguyen and Thi Thanh Ha Do. 2015. Teaching email requests in the academic context: a focus on the role of corrective feedback. Language Awareness 24 (2) : 169–195.
Bergeron, Annie, Daphnée Simard and Danielle Guénette. 2015. L2 learners' interpretation and understanding of written corrective feedback: insights from their metalinguistic reflections. Language Awareness 24 (3) : 233–254.
Kääntä, Leila. 2014. From noticing to initiating correction: Students’ epistemic displays in instructional interaction. Journal of Pragmatics 66 : 86–105.
Batt, Martine, Thérèse Rivasseau Jonveaux and Alain Trognon. 2014. Dialogical history of a logical fallacy spontaneously produced during a predictive medicine consultation. Role of the causal connective Puisque in a discussion. Journal of Pragmatics 61 : 120–141.