Article published In:
Themes in SLA Research
Edited by Kathleen Bardovi-Harlig and Zoltán Dörnyei
[AILA Review 19] 2006
► pp. 317
Cited by

Cited by 123 other publications

Ahn, Jieun & Youngkyu Kim
2016. The Effects of Recasts and Working Memory on the Development of Implicit and Explicit Knowledge. Chinese Journal of Applied Linguistics 39:1 DOI logo
Arroyo, Diana C. & Yucel Yilmaz
2017. Chapter 4. The role of language analytic ability in the effectiveness of different feedback timing conditions. In Expanding Individual Difference Research in the Interaction Approach [AILA Applied Linguistics Series, 16],  pp. 72 ff. DOI logo
Arroyo, Diana C. & Yucel Yilmaz
2018. An Open for Replication Study: The Role of Feedback Timing in Synchronous Computer‐Mediated Communication. Language Learning 68:4  pp. 942 ff. DOI logo
Babapour, Maryam, Saeideh Ahangari & Touran Ahour
2019. The effect of shadow reading and collaborative strategic reading on EFL learners’ reading comprehension across two proficiency levels. Innovation in Language Learning and Teaching 13:4  pp. 318 ff. DOI logo
Bai, Yu, Di Mo, Linxiu Zhang, Matthew Boswell & Scott Rozelle
2016. The impact of integrating ICT with teaching: Evidence from a randomized controlled trial in rural schools in China. Computers & Education 96  pp. 1 ff. DOI logo
Ballinger, Susan
2021. Oral Corrective Feedback in Content-Based Contexts. In The Cambridge Handbook of Corrective Feedback in Second Language Learning and Teaching,  pp. 539 ff. DOI logo
Bell, Nancy
2012. Comparing Playful and Nonplayful Incidental Attention to Form. Language Learning 62:1  pp. 236 ff. DOI logo
Bergen, David
2009. The role of metacognition and cognitive conflict in the development of translation competence. Across Languages and Cultures 10:2  pp. 231 ff. DOI logo
Bernales, Carolina
2016. Conflicting Pathways to Participation in the FL Classroom: L2 Speech Production vs. L2 Thought Processes. Foreign Language Annals 49:2  pp. 367 ff. DOI logo
Biria, Reza & Sahar Jafari
2013. The Impact of Collaborative Writing on the Writing Fluency of Iranian EFL Learners. Journal of Language Teaching and Research 4:1 DOI logo
Broth, Mathias & Fanny Forsberg Lundell
2013. Napouléon’s sequential heritage. Using a student error as a resource for learning and teaching pronunciation in the French foreign language classroom. Classroom Discourse 4:1  pp. 89 ff. DOI logo
Bryfonski, Lara, Yunjung (Yunie) Ku & Alison Mackey
2024. Research Methods for IDs and TBLT: A Substantive and Methodological Review. Studies in Second Language Acquisition  pp. 1 ff. DOI logo
Bryfonski, Lara & Xue Ma
2020. EFFECTS OF IMPLICIT VERSUS EXPLICIT CORRECTIVE FEEDBACK ON MANDARIN TONE ACQUISITION IN A SCMC LEARNING ENVIRONMENT. Studies in Second Language Acquisition 42:1  pp. 61 ff. DOI logo
Bui, Hung Phu, Tra Thu Dao, Thuy Thanh Dao & Van Huong Vi
2023. Technology-Enhanced Teaching and Learning During the COVID-19 Pandemic. In Data Analytics for Internet of Things Infrastructure [Internet of Things, ],  pp. 203 ff. DOI logo
Canals, Laia
2021. Multimodality and translanguaging in negotiation of meaning. Foreign Language Annals 54:3  pp. 647 ff. DOI logo
Canals, Laia, Gisela Granena, Yucel Yilmaz & Aleksandra Malicka
2021. The relative effectiveness of immediate and delayed corrective feedback in video-based computer-mediated communication. Language Teaching Research  pp. 136216882110527 ff. DOI logo
Cenoz, Jasone & Durk Gorter
2008. The linguistic landscape as an additional source of input in second language acquisition. IRAL - International Review of Applied Linguistics in Language Teaching 46:3 DOI logo
Cole, Mikel
2018. Effectiveness of peer-mediated learning for English language learners: A meta-analysis. Research Ideas and Outcomes 4 DOI logo
Cole, Mikel W.
2014. Speaking to Read. Journal of Literacy Research 46:3  pp. 358 ff. DOI logo
Cooper, Brittney, Gloria Soto & Michael T. Clarke
2021. Prompting for repair as a language teaching strategy for augmentative and alternative communication. Augmentative and Alternative Communication 37:4  pp. 251 ff. DOI logo
Crowther, Dustin & Susan M. Gass
2019. Speaking. In The Cambridge Handbook of Language Learning,  pp. 258 ff. DOI logo
Damhuis, Resi & Akke de Blauw
2011. High Quality Interaction in Science and Technology Education. In Professional Development for Primary Teachers in Science and Technology,  pp. 199 ff. DOI logo
Dao, Phung
2020. Effect of interaction strategy instruction on learner engagement in peer interaction. System 91  pp. 102244 ff. DOI logo
Dao, Phung, Noriko Iwashita & Elizabeth Gatbonton
2017. Learner attention to form in ACCESS task-based interaction. Language Teaching Research 21:4  pp. 454 ff. DOI logo
De Prada Creo, Elena
2023. Intensive Experiential ESP Programmes for Continuing Education: Analysis and Effectiveness. The Journal of Continuing Higher Education 71:2  pp. 224 ff. DOI logo
Deng, Jun & Leila Ranta
2019. Improving Chinese EFL Teachers’ English Requests: Does Study Abroad Help?. The Canadian Modern Language Review 75:2  pp. 145 ff. DOI logo
Dlaska, Andrea & Christian Krekeler
2017. Does grading undermine feedback? The influence of grades on the effectiveness of corrective feedback on L2 writing. The Language Learning Journal 45:2  pp. 185 ff. DOI logo
Drew Fagan
2012. Okay as a Multifunctional Resource for Giving Feedback in Classrooms. Language & Information Society 16:null  pp. 9 ff. DOI logo
Eckerth, Johannes
2009. Negotiated interaction in the L2 classroom. Language Teaching 42:1  pp. 109 ff. DOI logo
Eisenchlas, Susana A.
2009. Conceptualizing ‘Communication’ in Second Language Acquisition. Australian Journal of Linguistics 29:1  pp. 45 ff. DOI logo
Ekembe, Eric Enongene
2014. Interaction and Uptake in Large Foreign Language Classrooms. RELC Journal 45:3  pp. 237 ff. DOI logo
Elahi Shirvan, Majid, Gholam Hassan Khajavy, Peter D. MacIntyre & Tahereh Taherian
2019. A Meta-analysis of L2 Willingness to Communicate and Its Three High-Evidence Correlates. Journal of Psycholinguistic Research 48:6  pp. 1241 ff. DOI logo
ELLIS, NICK C.
2019. Essentials of a Theory of Language Cognition. The Modern Language Journal 103:S1  pp. 39 ff. DOI logo
ELLIS, NICK C. & FERNANDO FERREIRA–JUNIOR
2009. Construction Learning as a Function of Frequency, Frequency Distribution, and Function. The Modern Language Journal 93:3  pp. 370 ff. DOI logo
Elwood, James A. & Jeroen Bode
2014. Student preferences vis-à-vis teacher feedback in university EFL writing classes in Japan. System 42  pp. 333 ff. DOI logo
Erlam, Rosemary, Jenefer Philp & Diana Feick
2021. Teaching Languages to Adolescent Learners, DOI logo
Fagan, Drew S.
2012. ‘Dealing with’ unexpected learner contributions in whole group activities: an examination of novice language teacher discursive practices. Classroom Discourse 3:2  pp. 107 ff. DOI logo
Fraser, Katherine & Joan C. Mora
2023. Speech Rhythm in Spontaneous and Controlled L2 Speaking Modes: Exploring Differences and Distance Measures. Research in Language 21:4  pp. 397 ff. DOI logo
Fujii, Akiko & Alison Mackey
2009. Interactional feedback in learner-learner interactions in a task-based EFL classroom. IRAL - International Review of Applied Linguistics in Language Teaching 47:3-4 DOI logo
Fujii, Akiko, Nicole Ziegler & Alison Mackey
2016. 2. Peer interaction and metacognitive instruction in the EFL classroom. In Peer Interaction and Second Language Learning [Language Learning & Language Teaching, 45],  pp. 63 ff. DOI logo
Gallagher, H. Colin & Garry Robins
2015. Network Statistical Models for Language Learning Contexts: Exponential Random Graph Models and Willingness to Communicate. Language Learning 65:4  pp. 929 ff. DOI logo
Gass, Susan M., Jennifer N. Behney & Baburhan Uzum
2013. Inhibitory Control, Working Memory and L2 Interaction. In Psycholinguistic and Sociolinguistic Perspectives on Second Language Learning and Teaching [Second Language Learning and Teaching, ],  pp. 91 ff. DOI logo
Gilabert, Roger, Júlia Barón & Àngels Llanes
2009. Manipulating cognitive complexity across task types and its impact on learners' interaction during oral performance. IRAL - International Review of Applied Linguistics in Language Teaching 47:3-4 DOI logo
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
Gisela Granena, Long, Michael H. & Yucel Yilmaz
2016. Major Research Issues in SLA. Brill Research Perspectives in Multilingualism and Second Language Acquisition 1:1  pp. 1 ff. DOI logo
Greene, Rebecca D. & Kenji Hakuta
2015. Epistemological Linguistics. In Emerging Trends in the Social and Behavioral Sciences,  pp. 1 ff. DOI logo
Gullberg, Marianne
2010. Methodological reflections on gesture analysis in second language acquisition and bilingualism research. Second Language Research 26:1  pp. 75 ff. DOI 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. 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
Gutiérrez-Mangado, M. Juncal & María Martínez-Adrián
2018. CLIL at the linguistic interfaces. Journal of Immersion and Content-Based Language Education 6:1  pp. 85 ff. DOI logo
Jimenez, Abril
2022. The Effects of L2 Spanish Proficiency and Length of Exposure Abroad in the Expression of Imprecise Quantities. Languages 7:1  pp. 20 ff. DOI logo
Kalra, Rusma & Chayada Thanavisuth
2018. Do You Like My English? Thai Students’ Attitudes Towards Five Different Asian Accents. SSRN Electronic Journal DOI logo
Kelly-Jackson, Charlease & Stacy Delacruz
2014. Using Visual Literacy to Teach Science Academic Language: Experiences from Three Preservice Teachers. Action in Teacher Education 36:3  pp. 192 ff. DOI logo
King, Kendall A. & Mary Hermes
2014. Why Is This So Hard?: Ideologies of Endangerment, Passive Language Learning Approaches, and Ojibwe in the United States. Journal of Language, Identity & Education 13:4  pp. 268 ff. DOI logo
Kirkebæk, Mads Jakob & Rui Bao
2013. Danish Students’ Perceptions of Task-Based Teaching in Chinese. In Teaching and Learning Culture,  pp. 61 ff. DOI logo
Knight, Janine, Elena Barbera & Christine Appel
2017. A framework for learner agency in online spoken interaction tasks. ReCALL 29:3  pp. 276 ff. DOI logo
Knight, Janine, Melinda Dooly & Elena Barberà
2022. But the computer say me the time is up: the shaping of oral turns mediated with and through the screen. Computer Assisted Language Learning 35:9  pp. 2079 ff. DOI logo
KUBANYIOVA, MAGDALENA
2015. The Role of Teachers’ Future Self Guides in Creating L2 Development Opportunities in Teacher‐Led Classroom Discourse: Reclaiming the Relevance of Language Teacher Cognition. The Modern Language Journal 99:3  pp. 565 ff. DOI logo
Larsen-Freeman, Diane
2020. Chapter 8. Complexity Theory. In Cross-theoretical Explorations of Interlocutors and their Individual Differences [Language Learning & Language Teaching, 53],  pp. 190 ff. DOI logo
Ledibane, Maureen, Kotie Kaiser & Marthie Van der Walt
2018. Acquiring mathematics as a second language: A theoretical model to illustrate similarities in the acquisition of English as a second language and mathematics. Pythagoras 39:1 DOI logo
Lee, Helen, Regine Hampel & Agnes Kukulska-Hulme
2019. Gesture in speaking tasks beyond the classroom: An exploration of the multimodal negotiation of meaning via Skype videoconferencing on mobile devices. System 81  pp. 26 ff. DOI logo
Lee, Siok H.
2008. Beyond reading and proficiency assessment: The rational cloze procedure as stimulus for integrated reading, writing, and vocabulary instruction and teacher–student interaction in ESL. System 36:4  pp. 642 ff. DOI logo
Lee, Yo-An
2021. Tracing Teachers’ Ordering Decisions in Classroom Interaction. In Classroom-based Conversation Analytic Research [Educational Linguistics, 46],  pp. 225 ff. DOI logo
Lee, Yo–An
2013. Descriptions of second language interaction: Toward descriptive adequacy. The Modern Language Journal 97:4  pp. 853 ff. DOI logo
Li, Shuangling, Jing He, Yuan Tao & Xia Liu
2022. The effects of flipped classroom approach in EFL teaching: Can we strategically use the flipped method to acquire communicative competence?. Language Teaching Research  pp. 136216882210815 ff. DOI logo
Liu, Chin-Ting & Yuan-shan Chen
2021. Awareness of Linguistic Ambiguity and Translator Training. SAGE Open 11:4  pp. 215824402110684 ff. DOI logo
Loewen, Shawn & Hayo Reinders
2011. The Key Concepts. In Key Concepts in Second Language Acquisition,  pp. 1 ff. DOI logo
Lyle, Cory
2015. The complex nature of Language-related Episodes. In Dialogue in Multilingual and Multimodal Communities [Dialogue Studies, 27],  pp. 25 ff. DOI logo
MacIntyre, Peter D. & Molly F. McGillivray
2023. The inner workings of anxiety in second language learning. Annual Review of Applied Linguistics 43  pp. 88 ff. DOI logo
Mackey, Alison
2020. Interaction, Feedback and Task Research in Second Language Learning, DOI logo
Mahalingappa, Laura, Nihat Polat & Rui Wang
2022. A cross-cultural comparison in pedagogical beliefs about oral corrective feedback: the case of English language teachers in China versus the U.S.. Language Awareness 31:4  pp. 410 ff. DOI logo
Markee, Numa & Silvia Kunitz
2013. Doing Planning and Task Performance in Second Language Acquisition: An Ethnomethodological Respecification. Language Learning 63:4  pp. 629 ff. DOI logo
Matthews, Joshua, Junyu Cheng & John Mitchell O’Toole
2015. Computer-mediated input, output and feedback in the development of L2 word recognition from speech. ReCALL 27:3  pp. 321 ff. DOI logo
McDonough, Kim, Dustin Crowther, Paula Kielstra & Pavel Trofimovich
2015. Exploring the potential relationship between eye gaze and English L2 speakers’ responses to recasts. Second Language Research 31:4  pp. 563 ff. DOI logo
Michel, Marije & Breffni O'Rourke
2019. What drives alignment during text chat with a peer vs. a tutor? Insights from cued interviews and eye-tracking. System 83  pp. 50 ff. DOI logo
Muñoz-Basols, Javier, Mara Fuertes Gutiérrez, Tripp Strawbridge & Laura Acosta Ortega
2023. Interactional patterns in the online language classroom: a quantitative analysis across proficiency levels and lesson types. Computer Assisted Language Learning  pp. 1 ff. DOI logo
Nassaji, Hossein
2016. Anniversary article Interactional feedback in second language teaching and learning: A synthesis and analysis of current research. Language Teaching Research 20:4  pp. 535 ff. DOI logo
Palma, Gildardo
2014. A Classroom View of Negotiation of Meaning With EFL Adult Mexican Pupils. SAGE Open 4:2  pp. 215824401453594 ff. DOI logo
PAPI, MOSTAFA, ANGEL RIOS, HUNTER PELT & ESRA OZDEMIR
2019. Feedback‐Seeking Behavior in Language Learning: Basic Components and Motivational Antecedents. The Modern Language Journal 103:1  pp. 205 ff. DOI logo
Polio, Charlene
2012. The relevance of second language acquisition theory to the written error correction debate. Journal of Second Language Writing 21:4  pp. 375 ff. DOI logo
Polio, Charlene
2012. Gass, Susan M.. In The Encyclopedia of Applied Linguistics, DOI logo
POLIO, CHARLENE & EVE ZYZIK
2009. Don Quixote Meets Ser and Estar: Multiple Perspectives on Language Learning in Spanish Literature Classes. The Modern Language Journal 93:4  pp. 550 ff. DOI logo
Ranta, Leila & Amy Meckelborg
2013. How Much Exposure to English Do International Graduate Students Really Get? Measuring Language Use in a Naturalistic Setting. The Canadian Modern Language Review 69:1  pp. 1 ff. DOI logo
Roskvist, Annelies, Sharon Harvey, Deborah Corder & Karen Stacey
2014. ‘To improve language, you have to mix’: teachers' perceptions of language learning in an overseas immersion environment. The Language Learning Journal 42:3  pp. 321 ff. DOI logo
Rost, Michael
2014. Developing Listening Fluency in Asian EFL Settings. In Exploring EFL Fluency in Asia,  pp. 281 ff. DOI logo
Saito, Kazuya, Stuart Webb, Pavel Trofimovich & Talia Isaacs
2016. LEXICAL PROFILES OF COMPREHENSIBLE SECOND LANGUAGE SPEECH. Studies in Second Language Acquisition 38:4  pp. 677 ff. DOI logo
SAITO, KAZUYA, STUART WEBB, PAVEL TROFIMOVICH & TALIA ISAACS
2016. Lexical correlates of comprehensibility versus accentedness in second language speech. Bilingualism: Language and Cognition 19:3  pp. 597 ff. DOI logo
Sarandi, Hedayat
2020. Mixed corrective feedback and the acquisition of third person ‘-s’. The Language Learning Journal 48:4  pp. 402 ff. DOI logo
Saricaoglu, Aysel & Zeynep Bilki
2021. Voluntary use of automated writing evaluation by content course students. ReCALL 33:3  pp. 265 ff. DOI logo
Schenker, Theresa & Lieselotte Sippel
2023. Effects of extended exposure to video in the language classroom on listening proficiency. Die Unterrichtspraxis/Teaching German 56:2  pp. 118 ff. DOI logo
Smotrova, Tetyana
2016. Rèmi A. van Compernolle: Interaction and Second Language Development: A Vygotskian Perspective.. Applied Linguistics  pp. amw033 ff. DOI logo
Sundqvist, Pia
2024. Extramural English as an individual difference variable in L2 research: Methodology matters. Annual Review of Applied Linguistics  pp. 1 ff. DOI logo
Sundqvist, Pia & Liss Kerstin Sylvén
2012. World of VocCraft: Computer Games and Swedish Learners’ L2 English Vocabulary. In Digital Games in Language Learning and Teaching,  pp. 189 ff. DOI logo
Sundqvist, Pia & Liss Kerstin Sylvén
2016. Age, Motivation, and Theories of L2 Learning. In Extramural English in Teaching and Learning,  pp. 75 ff. DOI logo
Sundqvist, Pia & M. Sercan Uztosun
2023. Extramural English in Scandinavia and Asia: Scale Development, Learner Engagement, and Perceived Speaking Ability. TESOL Quarterly DOI logo
Sylvén, Liss Kerstin & Pia Sundqvist
2012. Gaming as extramural English L2 learning and L2 proficiency among young learners. ReCALL 24:3  pp. 302 ff. DOI logo
Tang, Xiaofei
2020. Task-based interactional sequences in different modalities. Applied Pragmatics 2:2  pp. 174 ff. DOI logo
Tecedor, Marta & Gonzalo Campos-Dintrans
2019. Developing oral communication in Spanish lower-level courses: The case of voice recording and videoconferencing activities. ReCALL 31:2  pp. 116 ff. DOI logo
Tsedendamba, Nara, Vittoria Grossi & Michael Volkov
2020. Language-Focused Feedback and Written Communication Difficulties of Multilingual Students: Improving Teacher Preparedness. In Multilingual Education Yearbook 2020 [Multilingual Education Yearbook, ],  pp. 95 ff. DOI logo
Tsui, Amy B. M.
2015. Classroom Discourse: Theoretical Orientations and Research Approaches. In Language Awareness and Multilingualism,  pp. 1 ff. DOI logo
Tsui, Amy B. M.
2016. Classroom Discourse: Theoretical Orientations and Research Approaches. In Language Awareness and Multilingualism,  pp. 1 ff. DOI logo
Tsui, Amy B. M.
2017. Classroom Discourse: Theoretical Orientations and Research Approaches. In Language Awareness and Multilingualism,  pp. 187 ff. DOI logo
Ull, Alicia Chabert & Rosa Agost
2020. Communicative language teaching: is there a place for L1 in L2 learning?. European Journal of Language Policy 12:1  pp. 55 ff. DOI logo
van Compernolle, Rémi A.
2010. Incidental microgenetic development in second‐language teacher–learner talk‐in‐interaction. Classroom Discourse 1:1  pp. 66 ff. DOI logo
Van Compernolle, Rémi Adam & Tetyana Smotrova
2014. Corrective feedback, gesture, and mediation in classroom language learning. Language and Sociocultural Theory 1:1  pp. 25 ff. DOI logo
Vinther, Jane & Jørgen T. Lauridsen
2020. Digital Literacy and Motivation. In Recent Tools for Computer- and Mobile-Assisted Foreign Language Learning [Advances in Educational Technologies and Instructional Design, ],  pp. 268 ff. DOI logo
WARING, HANSUN ZHANG
2008. Using Explicit Positive Assessment in the Language Classroom: IRF, Feedback, and Learning Opportunities. The Modern Language Journal 92:4  pp. 577 ff. DOI logo
Waring, Hansun Zhang
2012. Yes-no questions that convey a critical stance in the language classroom. Language and Education 26:5  pp. 451 ff. DOI logo
Wong, J. & H. Z. Waring
2009. 'Very good' as a teacher response. ELT Journal 63:3  pp. 195 ff. DOI logo
Wu, Xuanyi Eliza & James Ko
2024. Peer interactions during storybook reading on children’s knowledge construction: an experimental study on K2 and K3 children. Frontiers in Education 9 DOI logo
Xu, Xiaoshu , Yujie Su, Lu Xu & Yunfeng Zhang
2023. Improving EFL Teaching in Chinese Universities: Perceptions of Teachers with Oversea Experience. SSRN Electronic Journal DOI logo
Yilmaz, Yucel
2016. THE ROLE OF EXPOSURE CONDITION IN THE EFFECTIVENESS OF EXPLICIT CORRECTION. Studies in Second Language Acquisition 38:1  pp. 65 ff. DOI logo
Yilmaz, Yucel & Gisela Granena
2021. IMPLICITNESS AND EXPLICITNESS IN COGNITIVE ABILITIES AND CORRECTIVE FEEDBACK. Studies in Second Language Acquisition 43:3  pp. 523 ff. DOI logo
Zaccaron, Rafael & Donesca Cristina Puntel Xhafaj
2020. Knowing me, knowing you: A comparative study on the effects of anonymous and conference peer feedback on the writing of learners of English as an additional language. System 95  pp. 102367 ff. DOI logo
Ziegler, Nicole
2016. SYNCHRONOUS COMPUTER-MEDIATED COMMUNICATION AND INTERACTION. Studies in Second Language Acquisition 38:3  pp. 553 ff. DOI logo
Ziegler, Nicole
2016. Taking Technology to Task: Technology-Mediated TBLT, Performance, and Production. Annual Review of Applied Linguistics 36  pp. 136 ff. DOI logo
Ziegler, Nicole & Lara Bryfonski
2018. Interaction‐Driven L2 Learning. In The Handbook of Advanced Proficiency in Second Language Acquisition,  pp. 94 ff. DOI logo
Zou, Di & Haoran Xie
2019. Flipping an English writing class with technology-enhanced just-in-time teaching and peer instruction. Interactive Learning Environments 27:8  pp. 1127 ff. DOI logo
구재명
2017. Working Memory and Corrective Feedback in Interaction. The Journal of Studies in Language 32:4  pp. 595 ff. DOI logo
[no author supplied]
2016. References. Language Learning 66:S1  pp. 313 ff. DOI logo
[no author supplied]
2021. Opportunities for Language Output. In Teaching Languages to Adolescent Learners,  pp. 64 ff. DOI logo

This list is based on CrossRef data as of 23 april 2024. 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.