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Corrective feedback preferences and learner repair among advanced ESL students
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What this work says
Outgoing claims: the papers this work cites, builds on, or argues with.
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The Role of the Linguistic Environment in Second Language Acquisition
inferredcites →https://doi.org/10.1017/cbo9781139524780.010openalex-snapshot
Cognitive underpinnings of focus on form
inferredcites →https://doi.org/10.1017/s0272263103000019openalex-snapshot
NEGATIVE FEEDBACK AND POSITIVE EVIDENCE IN TASK-BASED INTERACTION
inferredcites →https://doi.org/10.1017/s0272263106060128openalex-snapshot
INTERACTIONAL FEEDBACK AND INSTRUCTIONAL COUNTERBALANCE
inferredcites →https://doi.org/10.1017/s0272263109990519openalex-snapshot
EFFECTS OF FORM-FOCUSED PRACTICE AND FEEDBACK ON CHINESE EFL LEARNERS’ ACQUISITION OF REGULAR AND IRREGULAR PAST TENSE FORMS
inferredcites →https://doi.org/10.1017/s0272263197001034openalex-snapshot
CORRECTIVE FEEDBACK AND LEARNER UPTAKE
inferredcites →https://doi.org/10.1017/s0958344004001120openalex-snapshot
Corrective feedback and learner uptake in CALL
inferredcites →https://doi.org/10.1080/01434630308666503openalex-snapshot
English Language Teaching in China: Regional Differences and Contributing Factors
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Age Differences in Negotiation and Feedback in Classroom and Pairwork
inferredcites →https://doi.org/10.1111/1467-9922.00039openalex-snapshot
Negotiation of Form, Recasts, and Explicit Correction in Relation to Error Types and Learner Repair in Immersion Classrooms
inferredcites →https://doi.org/10.1111/b.9781405132817.2005.00017.xopenalex-snapshot
The Handbook of Second Language Acquisition
inferredcites →https://doi.org/10.1111/j.1467-1770.1996.tb01353.xopenalex-snapshot
Negative Feedback Incorporation Among High‐Proficiency and Low‐Proficiency Chinese‐Speaking Learners of Spanish
inferredcites →https://doi.org/10.1111/j.1467-9922.2004.00257.xopenalex-snapshot
Effects of Recasts on the Acquisition of the Aspectual Form ‐te i‐(ru) by Learners of Japanese as a Foreign Language
inferredcites →https://doi.org/10.1111/j.1540-4781.1998.tb01211.xopenalex-snapshot
Conversational Interaction and Second Language Development: Recasts, Responses, and Red Herrings?
inferredcites →https://doi.org/10.1111/j.1540-4781.1998.tb01213.xopenalex-snapshot
The Role of Implicit Negative Feedback in SLA: Models and Recasts in Japanese and Spanish
inferredcites →https://doi.org/10.1177/003368820403500207openalex-snapshot
Feedback and Uptake in Teacher-Student Interaction: An Analysis of 18 English Lessons in Hong Kong Secondary Classrooms
inferredcites →https://doi.org/10.1177/026565909200800215openalex-snapshot
Language, culture and cognition
inferredcites →https://doi.org/10.1177/026765839100700205openalex-snapshot
Adverb placement in second language acquisition: some effects of positive and negative evidence in the classroom
inferredcites →https://doi.org/10.1191/1362168804lr146oaopenalex-snapshot
Corrective feedback and learner uptake in communicative classrooms across instructional settings
inferredcites →https://doi.org/10.2167/la429.0openalex-snapshot
Teachers' Choice and Learners' Preference of Corrective Feedback Types
inferredcites →https://doi.org/10.2307/3588240openalex-snapshot
A Study of the Impact of Recasts on Tense Consistency in L2 Output
inferredcites →https://doi.org/10.2307/3588241openalex-snapshot
Patterns of Corrective Feedback and Uptake in an Adult ESL Classroom
inferredcites →https://doi.org/10.5070/l2.v1i1.9054openalex-snapshot
Corrective Feedback and Teacher Development
inferredcites →https://doi.org/10.7916/d844600xopenalex-snapshot
Issues of Corrective Feedback in Second Language Acquisition
inferredcites →https://doi.org/10.7916/d8cn7gdtopenalex-snapshot
Corrective Feedback and Learner Uptake in Adult ESL Classrooms
inferredcites →https://doi.org/10.7916/d8q81rkdopenalex-snapshot
Can Corrective Feedback Bring About Substantial Changes in the Learner Interlanguage System?
What points at this work
Incoming claims: where this work appears in other papers’ reference lists and arguments.
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EFFECTS OF IMPLICIT VERSUS EXPLICIT CORRECTIVE FEEDBACK ON MANDARIN TONE ACQUISITION IN A SCMC LEARNING ENVIRONMENT
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The provision and efficacy of peer feedback in blogs versus paper-based writing
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Helping Taiwanese Graduate Students Help Themselves: Applying Corpora to Industrial Management English as a Foreign Language Academic Reading and Writing
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Beliefs and practices of Turkish EFL teachers regarding oral corrective feedback: a small-scale classroom research study
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‘Ok I think I was totally wrong:) new try!’: language learning in WhatsApp through the provision of delayed corrective feedback provided during and after task performance
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Pre-service language teachers’ online written corrective feedback preferences and timing of feedback in computer-supported L2 grammar instruction
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Investigating English language learners’ beliefs about oral corrective feedback at Chinese universities: a large-scale survey
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Learning and teaching practices, attitudes, and beliefs of mathematics and English teachers as learners regarding errors and feedback
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Bridging the belief-practice divide: teacher and student perspectives on how oral corrective feedback influences willingness to communicate
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Oral corrective feedback and learner uptake: an analysis of Chinese high-school teachers’ practices in a national teaching competition
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Corrective feedbacks in the context of online English teaching
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Teachers’ beliefs and practices about oral corrective feedback in university EFL classes
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Feedback‐Seeking Behavior in Language Learning: Basic Components and Motivational Antecedents
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Immediate Uptake of Phonological Corrective Feedback in Language Learning and Retention
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Investigating the Effect of Wiki-Based Corrective Feedback on Accuracy of L2 Learners’ Written Production
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Action Research: Applying a Bilingual Parallel Corpus Collocational Concordancer to Taiwanese Medical School EFL Academic Writing
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The type and linguistic foci of oral corrective feedback in the L2 classroom: A meta-analysis
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Corrective feedback in L2 Latvian classrooms: Teacher perceptions versus the observed actualities of practice
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Motivational factors underlying learner preferences for corrective feedback: Language mindsets and achievement goals
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From Corrective Preferences to Corrective Practice: A Critical Review of Attitudinal Studies on Oral Corrective Feedback
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Feedback on Pronunciation: Vietnamese EFL Teachers’ Beliefs and Practice
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College English Learners’ Beliefs about Oral Corrective Feedback at Different Proficiency Levels
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Oral Corrective Feedback Preferences in English Lessons: Learners’ and Teachers’ Perspectives
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An investigation into how EFL learners emotionally respond to teachers’ oral corrective feedback
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INVESTIGATING LEARNER PREFERENCES FOR WRITTEN CORRECTIVE FEEDBACK IN A THAI HIGHER EDUCATION CONTEXT
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نمطا التغذیة الراجعة (التعزیزیة/ الشارحة) للأسئلة الضمنیة بالفیدیو التفاعلی وأثر تفاعلهما مع الأسلوب المعرفی (مستقل/ معتمد) على تنمیة مهارات إنتاج الرسومات التعلیمیة الرقمیة ثلاثیة الأبعاد والدافعیة للإنجاز لدى طلاب تكنولوجیا التعلیم.
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inferred← citeshttps://doi.org/10.33899/radab.2023.178428openalex-snapshot
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inferred← citeshttps://doi.org/10.35771/engdoi.2018.31.4.012openalex-snapshot
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EFL Learners’ Perceptions of Teachers’ Corrective Feedback for Pronunciation
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Repositioning Corrective Feedback to a Meaning-Orientated Approach in the English Language Classroom
inferred← citeshttps://doi.org/10.56844/tckhnn.70.175openalex-snapshot
THỜI ĐIỂM SỬA LỖI TRONG LỚP HỌC NÓI TIẾNG ANH TẠI MỘT TRƯỜNG ĐẠI HỌC VIỆT NAM: QUAN ĐIỂM CỦA GIÁO VIÊN, SINH VIÊN VÀ THỰC TẾ CHỌN THỜI ĐIỂM SỬA LỖI NÓI CỦA GIÁO VIÊN
inferred← citeshttps://doi.org/10.5782/2223-2621.2017.20.4.82openalex-snapshot
The Role of Individual Difference Factors in Writing Feedback Use and Involvement: A Qualitative Study of Iranian EFL Learners’ Perceptions
inferred← citeshttps://doi.org/10.5861/ijrsll.2015.1101openalex-snapshot
Corrective feedback preferences among Iranian EFL students
inferred← citeshttps://doi.org/10.6007/ijarbss/v7-i5/2976openalex-snapshot
Oral Corrective Feedback: Teacher’s Selection in Actual Practices
inferred← citeshttps://doi.org/10.7202/1052609aropenalex-snapshot
L’exploitation d’un corpus d’interactions en tandem anglais/français pour mieux comprendre les enjeux de la rétroaction corrective entre pairs
inferred← citeshttps://doi.org/10.7575/aiac.ijalel.v.11n.4p.58openalex-snapshot
Teachers’ Perceptions of Oral Corrective Feedback in Form-focused Language Classrooms: Why do they Correct the Way they do?
inferred← citeshttps://doi.org/10.82308/12702openalex-snapshot
The effects of frequency and type of feedback on L2 phoneme learning
inferred← citeshttps://doi.org/10.82308/23483openalex-snapshot
Learners' preferences for oral corrective feedback and their effects on second language noticing and learning motivation
inferred← citeshttps://doi.org/10.82308/50157openalex-snapshot
EFL learner and teacher perspectives on corrective feedback and their effect on second language learning motivation
inferred← citeshttps://doi.org/10.9790/7388-04627482openalex-snapshot
Affective Damage to Oral Corrective Feedback among Students in Libyan Secondary Schools
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