References
- AbuSeileek, A. F. (2013). Using track changes and word processor to provide corrective feedback to learners in writing. Journal of Computer Assisted Learning, 29(4), 319–333. doi:https://doi.org/10.1111/jcal.12004
- Afitska, O. (2015). Role of focus-on-form instruction, corrective feedback and uptake in second language classrooms: Some insights from recent second language acquisition research. The Language Learning Journal, 43(1), 57–73. doi:https://doi.org/10.1080/09571736.2012.701320
- Banaruee, H., Khatin-Zadeh, O., & Ruegg, R. (2018). Recasts vs. direct corrective feedback on writing performance of high school EFL learners. Cogent Education, 5(1), 1–23. doi:https://doi.org/10.1080/2331186X.2018.1455333
- Bitchener, J., & Knoch, U. (2009). The value of a focused approach to written corrective feedback. ELT Journal, 63(3), 204–211. doi:https://doi.org/10.1093/elt/ccn043
- Bitchener, J., & Knoch, U. (2010). Raising the linguistic accuracy level of advanced L2 writers with written corrective feedback. Journal of Second Language Writing, 19(4), 207–217. doi:https://doi.org/10.1016/j.jslw.2010.10.002
- Bitchener, J., & Ferris, D. R. (2012). Written corrective feedback in second language acquisition and writing. New York, NY: Routledge.
- Borup, J., West, R. E., Thomas, R. C., & Graham, C. R. (2014). Examining the impact of video feedback on instructor social presence in blended courses. The International Review of Research in Open and Distributed Learning, 15(3), 232–256. Retrieved from http://www.irrodl.org/index.php/irrodl/article/view/1821/2909 doi:https://doi.org/10.19173/irrodl.v15i3.1821
- Brinko, K. T. (1993). The practice of giving feedback to improve teaching: What is effective? The Journal of Higher Education, 64(5), 574–593. Retrieved from http://www.jstor.org/stable/2959994doi:https://doi.org/10.1080/00221546.1993.11778449
- Brown, D. (2012). The written corrective feedback debate: Next steps for classroom teachers and practitioners. TESOL Quarterly, 46(4), 861–867. doi:https://doi.org/10.1002/tesq.63
- Brosvic, G. M., Epstein, M. L., Dihoff, R. E., & Cook, M. J. (2006). Acquisition and retention of Esperanto: The case for error correction and immediate feedback. The Psychological Record, 56(2), 205–218. Retrieved from http://opensiuc.lib.siu.edu/tpr/vol56/iss2/4/ doi:https://doi.org/10.1007/BF03395545
- Carnegie, J. (2015). Use of feedback-oriented online exercises to help physiology students construct well-organized answers to short-answers to short-answer questions. CBE- Life Sciences Education, 14(3), 1–12. doi:https://doi.org/10.1187/cbe.14-08-0132
- Ching, Y.-H., & Hsu, Y.-C. (2016). Learners’ interpersonal beliefs and generated feedback in an online role-playing peer-feedback activity: An exploratory study. The International Review of Research in Open and Distributed Learning, 17(2), 105–122. Retrieved from http://www.irrodl.org/index.php/irrodl/article/view/2221/3645 doi:https://doi.org/10.19173/irrodl.v17i2.2221
- Chong, S. W. (2018). Three paradigms of classroom assessment: Implications for written feedback research. Language Assessment Quarterly, 15(4), 330–347. doi:https://doi.org/10.1080/15434303.2017.1405423
- Creswell, J. W., & Miller, D. L. (2000). Determining validity in qualitative inquiry. Theory into Practice, 39(3), 124–130. doi:https://doi.org/10.1207/s15430421tip3903_2
- Creswell, J. W., & Clark, V. L. P. (2018). Designing and conducting mixed methods research (3rd ed.). Thousand Oaks, California: Sage Publications.
- Creswell, J. W. (2005). Educational research: Planning, conducting, and evaluating quantitative and qualitative research (2nd ed.). New Jersey, NJ: Merrill Prentice Hall.
- Creswell, J. W. (2003). Research design: Qualitative, quantitative, and mixed methods approaches (2nd ed.). Thousand Oaks, CA: Sage.
- Daneshvar, E., & Rahimi, A. (2014). Written corrective feedback and teaching grammar. Procedia - Social and Behavioral Sciences, 136, 217–221. doi:https://doi.org/10.1016/j.sbspro.2014.05.317
- Ellis, R. (2009a). Corrective feedback and teacher development. L2 Journal, 1(1), 3–18. Retrieved from http://repositories.cdlib.org/uccllt/l2/vol1/iss1/art2/
- Ellis, R. (2009b). A typology of written corrective feedback types. ELT Journal, 16(3), 97–107. doi:https://doi.org/10.1093/elt/ccn023
- Elo, S., & Kyngäs, H. (2008). The qualitative content analysis process. Journal of Advanced Nursing, 62(1), 107–115. doi:https://doi.org/10.1111/j.1365-2648.2007.04569.x
- Fiorella, L., Vogel-Walcutt, J., & Schatz, S. (2012). Applying the modality principle to real-time feedback and the acquisition of higher-order cognitive skills. Educational Technology Research and Development, 60(2), 223–238. doi:https://doi.org/10.1007/s11423-011-9218-1
- Guénette, D. (2013). The pedagogy of error correction: Surviving the written corrective feedback challenge. TESL Canada Journal, 30(1), 117–126. doi:https://doi.org/10.18806/tesl.v30i1.1129
- Hattie, J., & Gan, M. (2011). Instruction based on feedback. In R. E. Mayer & P. A. Alexander (Eds.), Handbook of research on learning and instruction (pp. 249–271). New York, NY: Routledge.
- Hattie, J., & Timperley, H. (2007). The power of feedback. Review of Educational Research, 77(1), 81–112. doi:https://doi.org/10.3102/003465430298487
- Heift, T., & Hegelheimer, V. (2017). Computer-assisted corrective feedback and language learning. In H. Nassaji & E. Kartchava (Eds.), Corrective feedback in second language teaching and learning: Research, theory applications, implications (pp. 51–65). New York, NY: Routledge.
- Kılıçkaya, F. (2015). Computer-based grammar instruction in an EFL context: Improving the effectiveness of teaching adverbial clauses. Computer Assisted Language Learning, 28(4), 325–340. doi:https://doi.org/10.1080/09588221.2013.818563
- Lee, E. J. E. (2013). Corrective feedback preferences and learner repair among advanced ESL students. System, 41(2), 217–230. doi:https://doi.org/10.1016/j.system.2013.01.022
- Lefevre, D., & Cox, B. (2017). Delayed instructional feedback may be more effective, but is this contrary to learner’s preferences? British Journal of Educational Technology, 48(6), 1357–1367. doi:https://doi.org/10.1111/bjet.12495
- Li, S., Ellis, R., & Zhu, Y. (2016). The effects of the timing of corrective feedback on the acquisition of a new linguistic structure. The Modern Language Journal, 100(1), 276–295. doi:https://doi.org/10.1111/modl.12315
- Lyster, R., & Ranta, L. (1997). Corrective feedback and learner uptake: Negotiation of form in communicative classrooms. Studies in Second Language Acquisition, 19(1), 37–66. doi:https://doi.org/10.1017/S0272263197001034
- Lyster, R., Saito, K., & Sato, M. (2013). Oral corrective feedback in second language classrooms. Language Teaching, 46(1), 1–40. doi:https://doi.org/10.1017/S0261444812000365
- Marczak, M., Krajka, J., & Malec, W. (2016). Web-based assessment and language teachers from Moodle to WebClass. International Journal of Continuing Engineering Education and Life-Long Learning, 26(1), 44–59. doi:https://doi.org/10.1504/IJCEELL.2016.075048
- Mackey, A., Park, H. I., & Tagarelli, K. M. (2016). Errors, corrective feedback and repair: Variations and learning outcomes. In G. Hall (Ed.), The Routledge Handbook of English Language Teaching (pp. 499–512). New York, NY: Routledge.
- Mayring, P. (2014). Qualitative content analysis: Theoretical foundation, basic procedures and software solution. Klagenfurt. Retrieved from http://nbn-resolving.de/urn:Nbn:De:0168-ssoar-395173
- Mory, E. H. (2003). Feedback research revisited. In D. H. Jonassen (Ed.), Handbook of research for educational communications and technology (pp. 745–783). New York: MacMillan Library Reference.
- Mullaney, K. M., Carpenter, S. K., Grotenhuis, C., & Burianek, S. (2014). Waiting for feedback helps if you want to know the answer: The role of curiosity in the delay-of-feedback benefit. Memory & Cognition, 42(8), 1273–1284. doi:https://doi.org/10.3758/s13421-014-0441-y
- Mullet, G. G., Butler, A. C., Verdin, B., von Borries, R., & Marsh, E. J. (2014). Delaying feedback promotes transfer of knowledge despite student preferences to receive feedback immediately. Journal of Applied Research in Memory and Cognition, 3(3), 222–229. doi:https://doi.org/10.1016/j.jarmac.2014.05.001
- Nassaji, H. (2017). The effectiveness of extensive versus intensive recasts for learning L2 grammar. The Modern Language Journal, 101(2), 353–368. doi:https://doi.org/10.1111/modl.12387
- Opitz, B., Ferdinand, N., & Mecklinger, A. (2011). Timing matters: The impact of immediate and delayed feedback on artificial language learning. Frontiers in Human Neuroscience, 5, 1–9. doi:https://doi.org/10.3389/fnhum.2011.00008
- Pawlak, M. (2014). Error correction in the foreign language classroom: Reconsidering the issues. Berlin: Springer Verlag.
- Rashidi, N., & Babaie, H. (2013). Elicitation, recast, and meta-linguistic feedback in form-focused exchanges: Effects of feedback modality on multimedia grammar instruction. The Journal of Teaching Language Skills, 4(4), 25–51. doi:https://doi.org/10.22099/jtls.2013.1132
- Razagifard, P., & Razzaghifard, V. (2011). Corrective feedback in a computer-mediated communicative context and the development of second language grammar. Teaching English with Technology, 11(2), 1–17. Retrieved from http://cejsh.icm.edu.pl/cejsh/element/bwmeta1.element.desklight-9a758c3e-8f18-4945-8e7b-d7a8cecf16d7/c/ARTICLE_1.pdf
- Reynolds, B. L., & Kao, C.-W. (2019). The effects of digital game-based instruction, teacher instruction, and direct focused written corrective feedback on the grammatical accuracy of English articles. Computer Assisted Language Learning. doi:https://doi.org/10.1080/09588221.2019.1617747
- Ritzhaupt, A. D., Pastore, R., Wang, J., & Davis, R. O. (2018). Effects of organizational pictures and modality as a feedback strategy on learner comprehension and satisfaction. Educational Technology Research and Development, 66(5), 1069. doi:https://doi.org/10.1007/s11423-018-9575-0
- Russell, J., & Spada, N. (2006). The effectiveness of corrective feedback for second language acquisition: A meta-analysis of the research. In J. Norris & L. Ortega (Eds.), Synthesizing research on language learning and teaching (pp. 131–164). Amsterdam: John Benjamins.
- Saadat, M., Mehrpour, S., & Khajavi, Y. (2016). Internet-mediated corrective feedback for digital natives. TESOL Journal, 7(1), 233–245. doi:https://doi.org/10.1002/tesj.232
- Sarré, C., Grosbois, M., & Brudermann, C. (2019). Fostering accuracy in L2 writing: Impact of different types of corrective feedback in an experimental blended learning EFL course. Computer Assisted Language Learning. doi:https://doi.org/10.1080/09588221.2019.1635164
- Sauro, S. (2009). Computer-mediated corrective feedback and the development of L2 grammar. Language Learning & Technology, 13(1), 96–120. Retrieved from http://llt.msu.edu/vol13num1/sauro.pdf
- Shintani, N., & Aubrey, S. (2016). The effectiveness of synchronous and asynchronous written corrective feedback on grammatical accuracy in a computer-mediated environment. The Modern Language Journal, 100(1), 296–319. doi:https://doi.org/10.1111/modl.12317
- Sinha, N., & Glass, A. L. (2015). Delayed, but not immediate, feedback after multiple-choice questions increases performance on a subsequent short-answer, but not multiple-choice, exam: Evidence for the dual-process theory of memory. The Journal of General Psychology, 142(2), 118–134. doi:https://doi.org/10.1080/00221309.2015.1024600
- Stefanou, C., & Revesz, A. (2015). Direct written corrective feedback, learner differences, and the acquisition of second language article use for generic and specific plural reference. The Modern Language Journal, 99(2), 263–282. doi:https://doi.org/10.1111/modl.12212
- Storch, N. (2018). Written corrective feedback from sociocultural theoretical perspectives: A research agenda. Language Teaching, 51(2), 262–277. doi:https://doi.org/10.1017/S0261444818000034
- van Beuningen, C., De Jong, N. H., & Kuiken, F. (2008). The effect of direct and indirect corrective feedback on L2 learners’ written accuracy. ITL - International Journal of Applied Linguistics, 156, 279–296. doi:https://doi.org/10.1075/itl.156.24beu
- van Beuningen, C. G., De Jong, N. H., & Kuiken, F. (2012). Evidence on the effectiveness of comprehensive error correction in second language writing. Language Learning, 62(1), 1–41. doi:https://doi.org/10.1111/j.1467-9922.2011.00674.x
- Vinagre, M., & Muñoz, B. (2011). Computer-mediated corrective feedback and language accuracy in telecollaborative exchanges. Language Learning & Technology, 15(1), 72–103. Retrieved from http://llt.msu.edu/issues/february2011/vinagremunoz.pdf
- Wang, B., Teo, T., & Yu, S. (2017). Teacher feedback to student oral presentations in EFL classrooms: A case study. Journal of Education for Teaching, 43(2), 262–264. doi:https://doi.org/10.1080/02607476.2016.1257507
- Zou, D., & Lambert, J. (2017). Feedback methods for student voice in the digital age. British Journal of Educational Technology, 48(5), 1081–1091. doi:https://doi.org/10.1111/bjet.12522