Engagement with written corrective feedback: Examination of feedback types and think-aloud protocol as pedagogical interventions
Author:
Affiliation:
1. University of Nevada, Reno, USA
2. Universidad Andres Bello, Chile
3. Melbourne University, Australia
Abstract
Publisher
SAGE Publications
Subject
Linguistics and Language,Education,Language and Linguistics
Link
http://journals.sagepub.com/doi/pdf/10.1177/13621688231202574
Reference80 articles.
1. What Do We Mean by Writing Fluency and How Can It Be Validly Measured?
2. Using think-aloud protocols and interviews in investigating writers’ composing processes: combining concurrent and retrospective data
3. Task preparedness and L2 written production: Investigating effects of planning modes on L2 learners’ focus of attention and output
4. Investigating the interactions between L2 writing processes and products under different task planning time conditions
5. Unpacking the effects of different lengths of pre-task planning time: L2 writing outcomes and learners’ perceptions
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1. Mapping the interactions between task sequencing, anxiety, and enjoyment in L2 writing development;Journal of Second Language Writing;2024-09
2. Error logs in the second language classroom: Exploring the relationship between learner engagement with written corrective feedback and improvements in writing accuracy;System;2024-07
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