Crossref Citations
This article has been cited by the following publications. This list is generated based on data provided by
Crossref.
Sato, Masatoshi
2013.
Beliefs about peer interaction and peer corrective feedback: Efficacy of classroom intervention.
The Modern Language Journal,
Vol. 97,
Issue. 3,
p.
611.
Lyster, Roy
and
Ranta, Leila
2013.
COUNTERPOINT PIECE: THE CASE FOR VARIETY IN CORRECTIVE FEEDBACK RESEARCH.
Studies in Second Language Acquisition,
Vol. 35,
Issue. 1,
p.
167.
Thoms, Joshua J.
2014.
An Ecological View of Whole‐Class Discussions in a Second Language Literature Classroom: Teacher Reformulations as Affordances for Learning.
The Modern Language Journal,
Vol. 98,
Issue. 3,
p.
724.
Thoms, Joshua J.
2014.
An Ecological View of Whole-Class Discussions in a Second Language Literature Classroom: Teacher Reformulations as Affordances for Learning.
The Modern Language Journal,
Vol. 98,
Issue. 3,
p.
724.
Rassaei, Ehsan
2014.
Scaffolded Feedback, Recasts, and L2 Development: A Sociocultural Perspective.
The Modern Language Journal,
Vol. 98,
Issue. 1,
p.
417.
Moghaddam, Seyyed Reza Mousavi
and
Behjat, Fatemeh
2014.
Overt-correction vs. Recasts and Grammar Performance of Iranian Male Learners of English.
Journal of Language Teaching and Research,
Vol. 5,
Issue. 4,
De Jong, Nivja H.
2014.
The Encyclopedia of Applied Linguistics.
p.
1.
Horgues, Céline
and
Scheuer, Sylwia
2014.
“I Understood you, but there was this Pronunciation Thing…”: L2 Pronunciation Feedback in English/French Tandem Interactions.
Research in Language,
Vol. 12,
Issue. 2,
p.
145.
Lyster, Roy
and
Tedick, Diane J.
2014.
Research perspectives on immersion pedagogy.
Journal of Immersion and Content-Based Language Education,
Vol. 2,
Issue. 2,
p.
210.
Fatemi, Azar Hosseini
and
Harati, Nazar Ali
2014.
The Impact of Recast versus Prompts on the Grammatical Accuracy of Iranian EFL Learners’ Speech.
Theory and Practice in Language Studies,
Vol. 4,
Issue. 3,
Li, Shaofeng
2014.
The interface between feedback type, L2 proficiency, and the nature of the linguistic target.
Language Teaching Research,
Vol. 18,
Issue. 3,
p.
373.
Roothooft, Hanne
2014.
The relationship between adult EFL teachers' oral feedback practices and their beliefs.
System,
Vol. 46,
Issue. ,
p.
65.
Kartchava, Eva
and
Ammar, Ahlem
2014.
Learners' Beliefs as Mediators of What Is Noticed and Learned in the Language Classroom.
TESOL Quarterly,
Vol. 48,
Issue. 1,
p.
86.
Llinares, Ana
and
Lyster, Roy
2014.
The influence of context on patterns of corrective feedback and learner uptake: a comparison of CLIL and immersion classrooms.
The Language Learning Journal,
Vol. 42,
Issue. 2,
p.
181.
Saito, Kazuya
and
Wu, Xianghua
2014.
COMMUNICATIVE FOCUS ON FORM AND SECOND LANGUAGE SUPRASEGMENTAL LEARNING.
Studies in Second Language Acquisition,
Vol. 36,
Issue. 4,
p.
647.
Couper, Graeme
2015.
The Handbook of English Pronunciation.
p.
413.
Nakata, Tatsuya
2015.
Effects of feedback timing on second language vocabulary learning: Does delaying feedback increase learning?.
Language Teaching Research,
Vol. 19,
Issue. 4,
p.
416.
Gass, Susan
and
Valmori, Lorena
2015.
Replication in interaction and working memory research: Révész (2012) and Goo (2012).
Language Teaching,
Vol. 48,
Issue. 4,
p.
545.
Nguyen, Thi Thuy Minh
Do, Thi Thanh Ha
Nguyen, Anh Tuan
and
Pham, Thi Thanh Thuy
2015.
Teaching email requests in the academic context: a focus on the role of corrective feedback.
Language Awareness,
Vol. 24,
Issue. 2,
p.
169.
Rassaei, Ehsan
2015.
Journal writing as a means of enhancing EFL learners’ awareness and effectiveness of recasts.
Linguistics and Education,
Vol. 32,
Issue. ,
p.
118.