Article published In:
Themes in SLA Research
Edited by Kathleen Bardovi-Harlig and Zoltán Dörnyei
[AILA Review 19] 2006
► pp. 1841
Cited by (68)

Cited by 68 other publications

ACAROL, Kenan
2024. The effect of web-based peer feedback on students’ writing achievement. Journal of Educational Technology and Online Learning 7:1  pp. 52 ff. DOI logo
Burhan-Horasanlı, Elif
2024. Conference presentation preparation sessions as a site for academic discourse socialization in an engineering research team. English for Specific Purposes 76  pp. 41 ff. DOI logo
Dong, Yang, Bonnie Wing‐Yin Chow, Jianhong Mo, Xuecong Miao & Hao‐Yuan Zheng
2024. Effects of dialogic reading elements on children's language development. Journal of Research in Reading 47:2  pp. 181 ff. DOI logo
Tran, Mai Ngoc & Kazuya Saito
2024. Effects of the 4/3/2 activity revisited: Extending Boers (2014) and Thai & Boers (2016). Language Teaching Research 28:2  pp. 326 ff. DOI logo
AlGhafri, Mahmood , Chahrazed Mirza & Cécile Gabarre
2023. Students Attitudes Towards Oral Corrective Feedback: A Case Study from Oman. SSRN Electronic Journal DOI logo
Bao, Rui & Hui Wang
2023. A comparison between the preferences for oral corrective feedback of teachers and students of Chinese as a second language. Frontiers in Psychology 14 DOI logo
Donoso-Herrera, Lizeth
2023. Vers le développement de la conscience métalinguistique des futurs enseignants de L2, LN et LNN. Folios :57  pp. 36 ff. DOI logo
Jin, Xiaoling & Zhoulin Ruan
2023. University Students’ Perceptions of Their Lecturer's Use of Evaluative Language in Oral Feedback. Linguistics and Education 78  pp. 101233 ff. DOI logo
Tajabadi, Azar, Moussa Ahmadian, Hamidreza Dowlatabadi & Hooshang Yazdani
2023. EFL learners’ peer negotiated feedback, revision outcomes, and short-term writing development: The effect of patterns of interaction. Language Teaching Research 27:3  pp. 689 ff. DOI logo
Chan, Cecilia Ka Yuk & Jiahui Luo
2022. Exploring teacher perceptions of different types of ‘feedback practices’ in higher education: implications for teacher feedback literacy. Assessment & Evaluation in Higher Education 47:1  pp. 61 ff. DOI logo
HASEGAWA, ATSUSHI
2021. Sociomateriality of Semiscripted Pair‐Work Prompts in Beginner‐Level Japanese‐as‐a‐Foreign‐Language Classrooms. The Modern Language Journal 105:S1  pp. 65 ff. DOI logo
Kartchava, Eva & Hossein Nassaji
2021. Corrective Feedback in Mobile Technology-Mediated Contexts. In The Cambridge Handbook of Corrective Feedback in Second Language Learning and Teaching,  pp. 520 ff. DOI logo
Kartchava, Eva, Elizabeth Gatbonton, Ahlem Ammar & Pavel Trofimovich
2020. Oral corrective feedback: Pre-service English as a second language teachers’ beliefs and practices. Language Teaching Research 24:2  pp. 220 ff. DOI logo
Nassaji, Hossein
2020. Assessing the effectiveness of interactional feedback for L2 acquisition: Issues and challenges. Language Teaching 53:1  pp. 3 ff. DOI logo
Nassaji, Hossein & Eva Kartchava
2020. Corrective Feedback and Good Language Teachers. In Lessons from Good Language Teachers,  pp. 151 ff. DOI logo
Penning de Vries, Bart WF, Catia Cucchiarini, Helmer Strik & Roeland van Hout
2020. Spoken grammar practice in CALL: The effect of corrective feedback and education level in adult L2 learning. Language Teaching Research 24:5  pp. 714 ff. DOI logo
REZALOU, Ali
2020. STUDENT TEACHERS’ BELIEFS ABOUT CORRECTIVE FEEDBACK. Atatürk Üniversitesi Kazım Karabekir Eğitim Fakültesi Dergisi :41  pp. 416 ff. DOI logo
HERAZO, JOSÉ DAVID, KRISTIN J. DAVIN & ANAMARIA SAGRE
2019. L2 Dynamic Assessment: An Activity Theory Perspective. The Modern Language Journal 103:2  pp. 443 ff. DOI logo
Hsu, Hsiu-Chen
2019. The combined effect of task repetition and post-task transcribing on L2 speaking complexity, accuracy, and fluency. The Language Learning Journal 47:2  pp. 172 ff. DOI logo
Li, Huifang (Lydia) & Noriko Iwashita
Li, Huifang (Lydia) & Noriko Iwashita
2021. The role of recasts and negotiated prompts in an FL learning context in China with non-English major university students. Language Teaching Research 25:2  pp. 209 ff. DOI logo
Netz, Hadar & Orna Fogel
2019. Input-providing vs. output-pushing corrective feedback in dyadic tutoring sessions. System 87  pp. 102159 ff. DOI logo
Pennington, Martha C. & Pamela Rogerson-Revell
2019. Pronunciation in the Classroom: Teachers and Teaching Methods. In English Pronunciation Teaching and Research [Research and Practice in Applied Linguistics, ],  pp. 173 ff. DOI logo
Wu, Xiao-hong, Sha Fang & Ivan Ka-Wai Lai
2019. Undergraduate Student’s Acceptance of a Situational and Interactive Hotel English Learning APP: An Empirical Study Based on the Extension of UTAUT. In Technology in Education: Pedagogical Innovations [Communications in Computer and Information Science, 1048],  pp. 203 ff. DOI logo
Xu, Jinfen, Yumei Fan & Qingting Xu
2019. EFL learners’ corrective feedback decision-making in task-based peer interaction. Language Awareness 28:4  pp. 329 ff. DOI logo
Şendoğan, Kübra, Mukaddes Çoban, Dilay İşık Kirişci, Simay Uluscu & Mustafa Polat
2019. The Effect of Explicit Feedback in Oral Performance in Use of Past Tense. SDU International Journal of Educational Studies 6:2  pp. 35 ff. DOI logo
杨, 松
2019. The Comparative Study of College Students’ Beliefs about Oral Corrective Feedback in English Classes. Modern Linguistics 07:02  pp. 193 ff. DOI logo
Chen, Chih-Ping
2018. Understanding mobile English-learning gaming adopters in the self-learning market: The Uses and Gratification Expectancy Model. Computers & Education 126  pp. 217 ff. DOI logo
Li, Huifang (Lydia)
2018. Recasts and output-only prompts, individual learner factors and short-term EFL learning. System 76  pp. 103 ff. DOI logo
Naeimi, Amin, Mahnaz Saeidi & Biook Behnam
2018. Immediate Uptake of Phonological Corrective Feedback in Language Learning and Retention. Education Research International 2018  pp. 1 ff. DOI logo
Sato, Masatoshi & Shawn Loewen
2018. Metacognitive Instruction Enhances the Effectiveness of Corrective Feedback: Variable Effects of Feedback Types and Linguistic Targets. Language Learning 68:2  pp. 507 ff. DOI logo
Tavakoli, Mansoor & Nourollah Zarrinabadi
2018. Differential effects of explicit and implicit corrective feedback on EFL learners’ willingness to communicate. Innovation in Language Learning and Teaching 12:3  pp. 247 ff. DOI logo
Martin, Sidney & Ibis M. Alvarez Valdivia
2017. Students’ feedback beliefs and anxiety in online foreign language oral tasks. International Journal of Educational Technology in Higher Education 14:1 DOI logo
Nguyen, Minh Thi Thuy, H.T. Do, T.T. Pham & A.T. Nguyen
2017. The effectiveness of corrective feedback for the acquisition of L2 pragmatics: An eight month investigation. International Review of Applied Linguistics in Language Teaching 0:0 DOI logo
Xu, Qi & Hongying Peng
2017. Investigating mobile-assisted oral feedback in teaching Chinese as a second language. Computer Assisted Language Learning 30:3-4  pp. 173 ff. DOI logo
Xu, Qi & Hongying Peng
2022. Exploring learner motivation and mobile‐assisted peer feedback in a business English speaking course. Journal of Computer Assisted Learning 38:4  pp. 1033 ff. DOI logo
Della Putta, Paolo
2016. THE EFFECTS OF TEXTUAL ENHANCEMENT ON THE ACQUISITION OF TWO NONPARALLEL GRAMMATICAL FEATURES BY SPANISH-SPEAKING LEARNERS OF ITALIAN. Studies in Second Language Acquisition 38:2  pp. 217 ff. 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
Gooch, Reginald, Kazuya Saito & Roy Lyster
2016. Effects of recasts and prompts on L2 pronunciation development: Teaching English /ɹ/ to Korean adult EFL learners. System 60  pp. 117 ff. DOI logo
Lee, Andrew H. & Roy Lyster
2016. THE EFFECTS OF CORRECTIVE FEEDBACK ON INSTRUCTED L2 SPEECH PERCEPTION. Studies in Second Language Acquisition 38:1  pp. 35 ff. DOI logo
Li, Shaofeng, Rod Ellis & Yan Zhu
2016. Task-Based Versus Task-Supported Language Instruction: An Experimental Study. Annual Review of Applied Linguistics 36  pp. 205 ff. DOI logo
Skorczynska, Hanna, Milagros del Saz Rubio & María Luisa Carrió-Pastor
2016. Second Language Teaching and Technology. An Overview. In Technology Implementation in Second Language Teaching and Translation Studies [New Frontiers in Translation Studies, ],  pp. 13 ff. DOI logo
Larsen-Freeman, Diane
2015. Research into practice: Grammar learning and teaching. Language Teaching 48:2  pp. 263 ff. DOI logo
Larsen‐Freeman, Diane
2018. Looking ahead: Future directions in, and future research into, second language acquisition. Foreign Language Annals 51:1  pp. 55 ff. DOI logo
Lyster, Roy
2015. The Relative Effectiveness of Corrective Feedback in Classroom Interaction. In The Handbook of Classroom Discourse and Interaction,  pp. 213 ff. DOI logo
Zhang, Yanyin
2015. Chapter 3. The emergence of sentence Topic in a Topicprominent language. In Theoretical and Methodological Developments in Processability Theory [Processability Approaches to Language Acquisition Research & Teaching, 4],  pp. 45 ff. DOI logo
Fernández-García, Marisol & Asunción Martínez-Arbelaiz
2014. Native speaker–non-native speaker study abroad conversations: Do they provide feedback and opportunities for pushed output?. System 42  pp. 93 ff. DOI logo
Mifka-Profozic, Nadia
2014. Effectiveness of implicit negative feedback in a foreign language classroom. EUROSLA Yearbook 14  pp. 111 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
Xu, Hainu & Roy Lyster
2014. Differential effects of explicit form-focused instruction on morphosyntactic development. Language Awareness 23:1-2  pp. 107 ff. DOI logo
Zhang, Lawrence Jun & Muhammad Rahimi
2014. EFL learners' anxiety level and their beliefs about corrective feedback in oral communication classes. System 42  pp. 429 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
Saito, Kazuya
2012. Effects of Instruction on L2 Pronunciation Development: A Synthesis of 15 Quasi‐Experimental Intervention Studies. TESOL Quarterly 46:4  pp. 842 ff. DOI logo
Saito, Kazuya
2013. The Acquisitional Value of Recasts in Instructed Second Language Speech Learning: Teaching the Perception and Production of English /ɹ/ to Adult Japanese Learners. Language Learning 63:3  pp. 499 ff. DOI logo
SAITO, KAZUYA
2015. Communicative focus on second language phonetic form: Teaching Japanese learners to perceive and produce English /ɹ/ without explicit instruction. Applied Psycholinguistics 36:2  pp. 377 ff. DOI logo
Saito, Kazuya & Roy Lyster
2012. Effects of Form‐Focused Instruction and Corrective Feedback on L2 Pronunciation Development of /ɹ/ by Japanese Learners of English. Language Learning 62:2  pp. 595 ff. DOI logo
Saito, Kazuya & Kim van Poeteren
2012. Pronunciation-specific adjustment strategies for intelligibility in L2 teacher talk: results and implications of a questionnaire study. Language Awareness 21:4  pp. 369 ff. DOI logo
Sato, Masatoshi & Roy Lyster
2012. PEER INTERACTION AND CORRECTIVE FEEDBACK FOR ACCURACY AND FLUENCY DEVELOPMENT. Studies in Second Language Acquisition 34:4  pp. 591 ff. DOI logo
김부자
2012. Differential Effects of Oral Metalinguistic Feedback Given during English Writing Task Performance and Written Metalinguistic Feedback Given after English Writing Task Performance.. Studies in English Language & Literature 38:3  pp. 165 ff. DOI logo
ADAMS, REBECCA, ANA MARÍA NUEVO & TAKAKO EGI
2011. Explicit and Implicit Feedback, Modified Output, and SLA: Does Explicit and Implicit Feedback Promote Learning and Learner–Learner Interactions?. The Modern Language Journal 95:s1  pp. 42 ff. DOI logo
Ji-Young Jung
2010. A Classroom Study on the Efficacy of Interactional Feedback for Korean Particles. Journal of Korean Language Education 21:4  pp. 255 ff. DOI logo
Kiely, Richard & Matt Davis
2010. From transmission to transformation: Teacher learning in English for speakers of other languages. Language Teaching Research 14:3  pp. 277 ff. DOI logo
Lyster, Roy & Kazuya Saito
2010. ORAL FEEDBACK IN CLASSROOM SLA. Studies in Second Language Acquisition 32:2  pp. 265 ff. DOI logo
Yang, Yingli & Roy Lyster
2010. EFFECTS OF FORM-FOCUSED PRACTICE AND FEEDBACK ON CHINESE EFL LEARNERS’ ACQUISITION OF REGULAR AND IRREGULAR PAST TENSE FORMS. Studies in Second Language Acquisition 32:2  pp. 235 ff. DOI logo
Balcom, Patricia & Siok H. Lee
2009. The Effect of Extensive Instruction on Learning the Passive Voice in Intermediate ESL. ITL - International Journal of Applied Linguistics 157  pp. 45 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
Philp, Jenefer & Rita Tognini
2009. Language acquisition in foreign language contexts and the differential benefits of interaction. IRAL - International Review of Applied Linguistics in Language Teaching 47:3-4 DOI logo
BELCHER, DIANE
2007. A Bridge Too Far?. TESOL Quarterly 41:2  pp. 396 ff. DOI logo

This list is based on CrossRef data as of 8 december 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.