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Citations (24)
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Michael Loncar, Wayne Schams & Jong-Shing Liang. (2023) Multiple technologies, multiple sources: trends and analyses of the literature on technology-mediated feedback for L2 English writing published from 2015-2019. Computer Assisted Language Learning 36:4, pages 722-784.
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Rongyi Shen & Sin Wang Chong. (2023) Learner engagement with written corrective feedback in ESL and EFL contexts: a qualitative research synthesis using a perception-based framework. Assessment & Evaluation in Higher Education 48:3, pages 276-290.
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William S. Pearson. (2022) A typology of the characteristics of teachers’ written feedback comments on second language writing. Cogent Education 9:1.
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Joanna Pitura. (2022) Technology-enhanced socialisation into disciplinary writing in L2: insights from the perceptions of MA TEFL students. Computer Assisted Language Learning 35:9, pages 2361-2390.
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Qingyang Sun & Zeyang Yang. (2022) ‘We lose a lot of value’: feedback on English for academic purposes speaking skills in online teaching in a UK-China joint-venture university. Assessment & Evaluation in Higher Education 47:4, pages 622-635.
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James Wood. (2022) Making peer feedback work: the contribution of technology-mediated dialogic peer feedback to feedback uptake and literacy. Assessment & Evaluation in Higher Education 47:3, pages 327-346.
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Naomi Winstone, David Boud, Phillip Dawson & Marion Heron. (2022) From feedback-as-information to feedback-as-process: a linguistic analysis of the feedback literature. Assessment & Evaluation in Higher Education 47:2, pages 213-230.
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Cédric Sarré, Muriel Grosbois & Cédric Brudermann. (2021) Fostering accuracy in L2 writing: impact of different types of corrective feedback in an experimental blended learning EFL course. Computer Assisted Language Learning 34:5-6, pages 707-729.
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Sin Wang Chong. (2021) Reconsidering student feedback literacy from an ecological perspective. Assessment & Evaluation in Higher Education 46:1, pages 92-104.
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Weimei Li, Xiuwen Chen & Lihe Huang. Promoting second language writing through technology-driven multimodal text feedback. Innovation in Language Learning and Teaching 0:0, pages 1-18.
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Articles from other publishers (14)
Haticetül Kübra ER & Emel KÜÇÜKALİ. (2024) The Effects of Face-to-Face vs. Digital Feedback in an EFL Writing Context: Comparison of Two Turkish State Universities. Abant İzzet Baysal Üniversitesi Eğitim Fakültesi Dergisi 24:1, pages 389-411.
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Wai Yee Amy Wong, Gerard J. Gormley, Sharon Haughey, Sin Wang Chong & Christine Brown Wilson. (2023) Better together: An assessor support roadmap. The Clinical Teacher 21:1.
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Xin Zheng, Lisha Luo & Chenlu Liu. (2022) Facilitating Undergraduates’ Online Self-Regulated Learning: The Role of Teacher Feedback. The Asia-Pacific Education Researcher 32:6, pages 805-816.
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Carles Lindín, Anna Engel, Marta Gràcia, Pablo Rivera-Vargas & María José Rubio. (2023) Literature Review on Emerging Educational Practices Mediated by Digital Technologies in Higher Education, Based on Academic Papers. SAGE Open 13:4.
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Francesco Screti. (2023) Using Google Docs for guided Academic Writing assessments: students’ perspectives. Language Learning in Higher Education 13:1, pages 153-174.
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Judith Borràs & Sonia López-Serrano. 2023. New Approaches to the Investigation of Language Teaching and Literature. New Approaches to the Investigation of Language Teaching and Literature
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Ali AL GHAITHI & Behnam BEHFOROUZ. (2023) THE EFFECT OF CORRECTIVE FEEDBACK VIA A COMPUTERIZED COURSE ON OMANI EFL LEARNERS` WRITING PERFORMANCE. Turkish Online Journal of Distance Education 24:1, pages 74-87.
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Cherry E. Frondozo & Lan Yang. 2023. Positive Psychology and Positive Education in Asia. Positive Psychology and Positive Education in Asia
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Fatih Ari & Ismahan Arslan-Ari. (2022) Examining nontraditional graduate students' experiences with video feedback in a fully online course. The Internet and Higher Education 55, pages 100858.
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René Venegas, Javiera Ahumada & Enrique Sologuren Insua. (2022) Tipos y formas de retroalimentación en informes de laboratorio en ingeniería eléctrica: aproximación a la producción de un género de formación. Círculo de Lingüística Aplicada a la Comunicación 89, pages 221-234.
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Murad Abdu Saeed Mohammed & Musheer Abdulwahid AL-Jaberi. (2021) Google Docs or Microsoft Word? Master's students' engagement with instructor written feedback on academic writing in a cross-cultural setting. Computers and Composition 62, pages 102672.
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Sin Wang Chong & Shannon Mason. (2021) Demystifying the process of scholarly peer-review: an autoethnographic investigation of feedback literacy of two award-winning peer reviewers. Humanities and Social Sciences Communications 8:1.
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Rong Yu & Luxin Yang. (2021) ESL/EFL Learners' Responses to Teacher Written Feedback: Reviewing a Recent Decade of Empirical Studies. Frontiers in Psychology 12.
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Cédric Brudermann, Muriel Grosbois & Cédric Sarré. (2021) Accuracy development in L2 writing: Exploring the potential of computer-assisted unfocused indirect corrective feedback in an online EFL course. ReCALL 33:3, pages 248-264.
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