Reference health
Pedagogical Intentions Behind Tutor Written Feedback: The Case of a Foreign Language Teacher Educator in Argentina
39/39 checkable references clean · checked 2026-09-08
Every reference with a DOI in the deposited reference list resolved to a known work in Crossref or DataCite at the dated check, and none carried a retraction, withdrawal, or removal notice.
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The 39 checked references that resolve
resolves10.1016/j.jslw.2010.10.002
Raising the linguistic accuracy level of advanced L2 writers with written corrective feedback
resolves10.1080/02602938.2021.1910928
What feedback literate teachers do: an empirically-derived competency framework
resolves10.1080/02602938.2012.691462
Rethinking models of feedback for learning: the challenge of design
resolves10.1080/02602938.2018.1463354
The development of student feedback literacy: enabling uptake of feedback
resolves10.1016/S1060-3743(03)00038-9
The efficacy of various kinds of error feedback for improvement in the accuracy and fluency of L2 student writing
resolves10.1080/15434303.2017.1405423
Three Paradigms of Classroom Assessment: Implications for Written Feedback Research
resolves10.29140/lea.v2n2.138
A systematic review of written corrective feedback research in ESL/EFL contexts
resolves10.1080/2331186X.2022.2082120
The role of feedback literacy in written corrective feedback research: from feedback information to feedback ecology
resolves10.1080/02602938.2018.1467877
What makes for effective feedback: staff and student perspectives
resolves10.1016/j.asw.2013.09.004
Responding to student writing: Teachers’ philosophies and practices
resolves10.1016/j.jslw.2013.03.003
Faculty feedback: Perceptions and practices in L2 disciplinary writing
resolves10.1080/02602931003786559
From monologue to dialogue: improving written feedback processes in mass higher education
resolves10.1186/s40723-020-00078-y
Pedagogical intentions or practical considerations when facilitating children's play? Teachers’ beliefs about the availability of play materials in the indoor ECEC environment
resolves10.1177/1362168819879182
A comparative study of the impact of focused vs. comprehensive corrective feedback and revision on ESL learners’ writing accuracy and quality
resolves10.1177/0034523717697519
Misunderstandings and mismatches: The collective disillusionment of written summative assessment feedback
resolves10.1080/02602938.2011.629291
Can we meet their expectations? Experiences and perceptions of feedback in first year undergraduate students
resolves10.1080/02602930500063819
A social constructivist assessment process model: how the research literature shows us this could be best practice
resolves10.1016/j.system.2009.09.002
Differential effects of focused and unfocused written correction on the accurate use of grammatical forms by adult ESL learners
resolves10.1080/09588221.2014.993400
The effects of computer-mediated synchronous and asynchronous direct corrective feedback on writing: a case study
resolves10.1017/S0272263109990532
LEARNERS’ PROCESSING, UPTAKE, AND RETENTION OF CORRECTIVE FEEDBACK ON WRITING
resolves10.1080/02602930500353061
Do students value feedback? Student perceptions of tutors’ written responses
The 12 references without a DOI — listed, not checked
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no DOI — not checkedWritten feedback
no DOI — not checkedTeachers' attempts at focused written corrective feedback in situ
no DOI — not checkedThe impact of emotions in feedback
no DOI — not checkedref38
no DOI — not checkedref48
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