Language Teacher Autonomy and Written Feedback: The Case of a Hong Kong Elementary English Teacher
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Publisher
Springer International Publishing
Link
https://link.springer.com/content/pdf/10.1007/978-3-031-18950-0_8
Reference29 articles.
1. Cho, S. (2010). Where all the changes come from: English language learners’ perceptions of feedback. Modern English Education, 11(3), 1–21.
2. Chong, S. W. (2019). A systematic review of written corrective feedback research in ESL/EFL contexts. Language Education & Assessment, 2(2), 57–69. https://doi.org/10.29140/lea.v2n2.138
3. Chong, S. W. (2020). Written corrective feedback practices of an experienced ESL primary teacher: An ecological perspective. TESOL Journal, 11(3), 1–5. https://doi.org/10.1002/tesj.509
4. Chong, S. W. (2021). Reconsidering student feedback literacy from an ecological perspective. Assessment & Evaluation in Higher Education, 46(1), 92–104. https://doi.org/10.1080/02602938.2020.1730765
5. Ferris, D. R., Liu, H., Sinha, A., & Senna, M. (2013). Written corrective feedback for individual L2 writers. Journal of Second Language Writing, 22(3), 307–329. https://doi.org/10.1016/j.jslw.2012.09.009
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