Citations (46)
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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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Nektaria-Efstathia Kourtali & Lais Borges. (2023) The effects of feedback timing on L2 development in written SCMC. Computer Assisted Language Learning 0:0, pages 1-29.
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Marjan Ebadijalal & Nouroddin Yousofi. (2023) The impact of mobile-assisted peer feedback on EFL learners’ speaking performance and anxiety: does language make a difference?. The Language Learning Journal 51:1, pages 112-130.
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Sin Wang Chong. (2022) The role of feedback literacy in written corrective feedback research: from feedback information to feedback ecology. Cogent Education 9:1.
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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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Shu-Chiao Tsai. (2022) Chinese students’ perceptions of using Google Translate as a translingual CALL tool in EFL writing. Computer Assisted Language Learning 35:5-6, pages 1250-1272.
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Shuxin Tan, Young Woo Cho & Wensi Xu. (2022) Exploring the effects of automated written corrective feedback, computer-mediated peer feedback and their combination mode on EFL learner’s writing performance. Interactive Learning Environments 0:0, pages 1-11.
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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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Tsoghik Grigoryan. (2022) Investigating the effectiveness of iPad based language learning in the UAE context. Open Learning: The Journal of Open, Distance and e-Learning 37:2, pages 146-168.
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Shokoufeh Vakili & Saman Ebadi. (2022) Exploring EFL learners` developmental errors in academic writing through face-to-Face and Computer-Mediated dynamic assessment. Computer Assisted Language Learning 35:3, pages 345-380.
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Dan Lu & Ya-Nan Xie. (2022) Critical thinking cultivation in TESOL with ICT tools: a systematic review. Computer Assisted Language Learning 0:0, pages 1-21.
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Hui-Fang Shang. (2022) Exploring online peer feedback and automated corrective feedback on EFL writing performance. Interactive Learning Environments 30:1, pages 4-16.
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Hyejin Cho, YouJin Kim & Seyoung Park. (2022) Comparing students’ responses to synchronous written corrective feedback during individual and collaborative writing tasks. Language Awareness 31:1, pages 1-20.
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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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Cynthia Lee. (2020) A study of adolescent English learners’ cognitive engagement in writing while using an automated content feedback system. Computer Assisted Language Learning 33:1-2, pages 26-57.
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Myong-Hee Ko. (2019) Students’ reactions to using smartphones and social media for vocabulary feedback. Computer Assisted Language Learning 32:8, pages 920-944.
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Sin Wang Chong. (2019) College students’ perception of e-feedback: a grounded theory perspective. Assessment & Evaluation in Higher Education 44:7, pages 1090-1105.
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Ehsan Rassaei. (2017) Video chat vs. face-to-face recasts, learners’ interpretations and L2 development: a case of Persian EFL learners. Computer Assisted Language Learning 30:1-2, pages 133-148.
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Articles from other publishers (28)
Mensah Prince Osiesi, Fatai Ayiki Azeez, Sunday Ade Adeniran, Oluwayemisi Damilola Akomolafe, Oluwatoyin Tolu Obateru, Chigozie Celestina Oke, Adenike Lucia Aruleba, Adebolu Folajimi Adekoya, Ayodeji Olorunfemi Olawole & Godwin Ayodeji Nwogu. (2023) Exploring the perceptions and experiences of university lecturers on corrective feedback in students' research project supervision: a case for computer-mediated mode. Journal of Applied Research in Higher Education 15:5, pages 1253-1275.
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Michael Ekpenyong Asuquo, Godian Patrick Okenjom, Ovat Egbe Okpa & Ameh Eyiene Eyiene. 2023. Digital Preservation and Documentation of Global Indigenous Knowledge Systems. Digital Preservation and Documentation of Global Indigenous Knowledge Systems
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Meixiu Zhang & Qi Liu. (2023) Synchronous and asynchronous online collaborative writing: A study on Chinese language learners. Foreign Language Annals.
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Ning Fan. (2023) Exploring the Effects of Automated Written Corrective Feedback on EFL Students’ Writing Quality: A Mixed-Methods Study. SAGE Open 13:2.
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Yusuf ÖZTÜRK. (2023) THE EFFECT OF DELAYED AND IMMEDIATE ORAL CORRECTIVE FEEDBACK ON L2 PRONUNCIATION IN EMERGENCY DISTANCE EDUCATIONANINDA VE SONRASINDA VERİLEN DÜZELTİCİ DÖNÜTLERİN ACİL DURUM UZAKTAN EĞİTİM DÖNEMİNDE YABANCI DİLDE SESLETİM ÜZERİNE ETKİSİ. Nevşehir Hacı Bektaş Veli Üniversitesi SBE Dergisi 13:1, pages 573-587.
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Chen-Chen Liu, Shi-Jie Liu, Gwo-Jen Hwang, Yun-Fang Tu, Youmei Wang & Naini Wang. (2023) Engaging EFL students’ critical thinking tendency and in-depth reflection in technology-based writing contexts: A peer assessment-incorporated automatic evaluation approach. Education and Information Technologies.
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Mingfei Xu & Simin Zeng. (2023) Optimal timing of treatment for errors in second language learning – A systematic review of corrective feedback timing. Frontiers in Psychology 14.
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Yukun Hou & Zhonggen Yu. (2023) A Bibliometric Analysis of Synchronous Computer-Mediated Communication in Language Learning Using VOSviewer and CitNetExplorer. Education Sciences 13:2, pages 125.
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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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Jia Miao, Jiangmei Chang & Li Ma. (2023) Research Trends of Written Corrective Feedback in L2 Writing: A Bibliometric Analysis. SAGE Open 13:1, pages 215824402211351.
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Zohre Mohamadi Zenouzagh. (2022) Language-related episodes and feedback in synchronous voiced-based and asynchronous text-based computer-mediated communications. Journal of Computers in Education 9:3, pages 515-547.
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Aasia Nusrat, Sardaraz Khan, Farah Kashif & Rakhshanda Fawad. (2022) Effect of teachers’ asynchronous e-feedback and synchronous oral feedback on English language learners’ writing accuracy. Frontiers in Education 7.
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Simon Wang & Cissy Li. 2022. The Use of Technology in English Medium Education. The Use of Technology in English Medium Education
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Laura E. Valentin-Rivera & Li Yang. (2021) The Effects of Digitally Mediated Multimodal Indirect Feedback on Narrations in L2 Spanish Writing: Eye Tracking as a Measure of Noticing. Languages 6:4, pages 159.
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Zhicheng Mao & Icy Lee. (2020) Feedback scope in written corrective feedback: Analysis of empirical research in L2 contexts. Assessing Writing 45, pages 100469.
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YouJin Kim, Bumyong Choi, Sanghee Kang, Binna Kim & Hyunae Yun. (2020) Comparing the effects of direct and indirect synchronous written corrective feedback: Learning outcomes and students' perceptions. Foreign Language Annals 53:1, pages 176-199.
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Linda Tay & Yin Ling Cheung. (2019) Second and Foreign Language Writing and Computer-Mediated Communication: A Qualitative Meta-Synthesis of Recent Research. Issues in Language Studies 8:2.
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Ali Akbar Khomeijani Farahani, Majid Nemati & Mostafa Nazari Montazer. (2019) Assessing peer review pattern and the effect of face-to-face and mobile-mediated modes on students’ academic writing development. Language Testing in Asia 9:1.
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Farshad Effatpanah, Purya Baghaei & Ali Akbar Boori. (2019) Diagnosing EFL learners’ writing ability: a diagnostic classification modeling analysis. Language Testing in Asia 9:1.
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Ehsan Rassaei. (2019) Computer-mediated text-based and audio-based corrective feedback, perceptual style and L2 development. System 82, pages 97-110.
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Hui-Fang Shang. (2017) An exploration of asynchronous and synchronous feedback modes in EFL writing. Journal of Computing in Higher Education 29:3, pages 496-513.
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Natsuko Shintani, Scott Aubrey & Mark Donnellan. (2016) The Effects of Pre-Task and Post-Task Metalinguistic Explanations on Accuracy in Second Language Writing. TESOL Quarterly 50:4, pages 945-955.
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Julie Vidal & Sylvie Thouësny. (2015) Computer-mediated synchronous and asynchronous corrective feedback provided by trainee teachers to learners of French: a preliminary study. Computer-mediated synchronous and asynchronous corrective feedback provided by trainee teachers to learners of French: a preliminary study.