“I Am Scared of My Teacher”: Students’ Emotional Responses Towards Teacher’s Feedback
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Atlantis Press SARL
Reference22 articles.
1. C. McMartin-Miller, “How much feedback is enough?: Instructor practices and student attitudes toward error treatment in second language writing,” Assess. Writ., vol. 19, pp. 24–35, 2014, doi: https://doi.org/10.1016/j.asw.2013.11.003.
2. K. Karim and H. Nassaji, “The effects of written corrective feedback,” Instr. Second Lang. Acquis., vol. 3, no. 1, pp. 28–52, 2019, doi: https://doi.org/10.1558/isla.37949.
3. Y. Han and F. Hyland, “Exploring learner engagement with written corrective feedback in a Chinese tertiary EFL classroom,” J. Second Lang. Writ., vol. 30, pp. 31–44, 2015, doi: https://doi.org/10.1016/j.jslw.2015.08.002.
4. K. Kurzer, “Dynamic Written Corrective Feedback in Developmental Multilingual Writing Classes,” TESOL Q., vol. 52, no. 1, pp. 5–33, 2017, doi: https://doi.org/10.1002/tesq.366.
5. B. W. F. Penning de Vries, C. Cucchiarini, H. Strik, and R. van Hout, “Spoken grammar practice in CALL: The effect of corrective feedback and education level in adult L2 learning,” Lang. Teach. Res., vol. 24, no. 5, pp. 714–735, 2019, doi: https://doi.org/10.1177/1362168818819027.
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