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Language Awareness Volume 24, 2015 - Issue 2
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Articles

Teaching email requests in the academic context: a focus on the role of corrective feedback

Thi Thuy Minh NguyenEnglish Language and Literature Academic Group, National Institute of Education, Nanyang Technological University, 1 Nanyang Walk, 637616, SingaporeCorrespondence[email protected] [email protected]
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,
Thi Thanh Ha DoFaculty of Linguistics and Cultures of English-Speaking Countries, University of Languages and International Studies, Vietnam National University, Pham Van Dong, Cau Giay, Hanoi, VietnamView further author information
,
Anh Tuan NguyenFaculty of English Language Teacher Education, University of Languages and International Studies, Vietnam National University, Pham Van Dong, Cau Giay, Hanoi, VietnamView further author information
&
Thi Thanh Thuy PhamFaculty of Linguistics and Cultures of English-Speaking Countries, University of Languages and International Studies, Vietnam National University, Pham Van Dong, Cau Giay, Hanoi, VietnamView further author information
Pages 169-195 | Received 25 Jul 2014, Accepted 19 Jan 2015, Published online: 17 Apr 2015

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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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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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Citing Li & Xuesong (Andy) Gao. (2017) Bridging ‘what I said’ and ‘why I said it’: the role of metapragmatic awareness in L2 request performance. Language Awareness 26:3, pages 170-190.
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Articles from other publishers (22)

Maria Economidou-Kogetsidis. (2023) “The language is very formal and appropriate”: L2 learners’ in/appropriateness evaluations and metapragmatic judgments in student-faculty emails. Journal of Pragmatics 217, pages 17-32.
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Yuan-shan Chen, Hui-Tzu Hsu & Hsuan-Yu Tai. (2023) The relative effects of corrective feedback and language proficiency on the development of L2 pragmalinguistic competence: the case of request downgraders. International Review of Applied Linguistics in Language Teaching 0:0.
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Xinren Chen & Jie Xia. (2023) Effects of deductive and explicit‐inductive instruction on tertiary‐level Chinese learners’ use of English subjunctive as a pragmatic mitigator. International Journal of Applied Linguistics.
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Sooweon Ko. (2023) The Long-Term Effects of L2 Pragmatic Instruction on Writing Emails to Faculty: Focusing on the Forms of Address. Modern English Education 24:1, pages 77-90.
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Thi Thuy Minh Nguyen & Thi Thanh Thuy Pham. 2023. L2 Pragmatics in Action. L2 Pragmatics in Action 243 266 .
Yuan-Shan Chen & Hui-Ju Wu. (2022) Developing Sustainable Email Pragmatic Competence for EFL Learners through Reformulation. Sustainability 14:24, pages 16868.
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YouJin Kim. (2022) The interface between instructed L2 pragmatics and TBLT research. Applied Pragmatics 4:2, pages 159-177.
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Satoko Suzuki. (2022) Nationalism and gender in the representation of non-Japanese characters’ speech in contemporary Japanese novels. Pragmatics. Quarterly Publication of the International Pragmatics Association (IPrA) Pragmatics / Quarterly Publication of the International Pragmatics Association (IPrA) Pragmatics, pages 271-302.
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Thi Thuy Minh Nguyen. (2022) Pragmatic development in the instructed context. Pragmatics. Quarterly Publication of the International Pragmatics Association (IPrA) Pragmatics / Quarterly Publication of the International Pragmatics Association (IPrA) Pragmatics, pages 217-252.
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Gülten KOŞAR. (2022) The Impact of Explicit Instruction on the Production of Refusals in English: The Case of Student Teachers of English. Sakarya University Journal of Education.
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Esther Usó-Juan. (2022) Exploring the role of strategy instruction on learners’ ability to write authentic email requests to faculty. Language Teaching Research 26:2, pages 213-237.
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Erik Fritz, Robert Dormer, Sei Sumi & Tae Kudo. (2022) The acquisition of formulaic sequences in EFL email writing. English for Specific Purposes 65, pages 15-29.
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Esther Usó-Juan. 2021. Email Pragmatics and Second Language Learners. Email Pragmatics and Second Language Learners 71 100 .
Frank Boers, Lara Bryfonski, Farahnaz Faez & Todd McKay. (2020) A CALL FOR CAUTIOUS INTERPRETATION OF META-ANALYTIC REVIEWS. Studies in Second Language Acquisition 43:1, pages 2-24.
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Kathleen Bardovi-Harlig & Yucel Yilmaz. 2021. The Cambridge Handbook of Corrective Feedback in Second Language Learning and Teaching. The Cambridge Handbook of Corrective Feedback in Second Language Learning and Teaching 429 449 .
Šárka Cox, Kateřina Keplová, Anna Luběnová, Daniela Veškrnová, Žaneta Voldánová & Michaela TrnováŽaneta Voldánová. 2021. Výzkum v didaktice cizích jazyků IV. Výzkum v didaktice cizích jazyků IV 113 136 .
Anne Edstrom & Jennifer D. Ewald. (2019) Characteristics of effective auto-reply emails: Politeness and perceptions. Technology in Society 58, pages 101112.
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Nguyen Thi Thuy Minh, Do Thi Thanh Ha, Pham Thi Thanh Thuy & Nguyen Tuan Anh. (2019) The effects of corrective feedback with and without revision on enhancing L2 pragmatic performance. Applied Pragmatics 1:1, pages 1-25.
Crossref
Marziyeh Yousefi & Hossein Nassaji. (2019) A meta-analysis of the effects of instruction and corrective feedback on L2 pragmatics and the role of moderator variables. ITL - International Journal of Applied Linguistics 170:2, pages 277-308.
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Soo Jung Youn. (2018) Task-based needs analysis of L2 pragmatics in an EAP context. Journal of English for Academic Purposes 36, pages 86-98.
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Soo Jung Youn. 2018. The Palgrave Handbook of Applied Linguistics Research Methodology. The Palgrave Handbook of Applied Linguistics Research Methodology 829 844 .
Minh Thi Thuy Nguyen, H.T. Do, T.T. Pham & A.T. Nguyen. (2017) The effectiveness of corrective feedback for the acquisition of L2 pragmatics: An eight month investigation. International Review of Applied Linguistics in Language Teaching 0:0.
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