Results 251 to 260 of about 3,742,087 (286)

A cognitive-affective dual-path model of learner engagement in AI-supported writing feedback. [PDF]

Front Psychol
Li T, Abdul Aziz A, Sulaiman NA.
europepmc   +1 more source

Why does feedback work? Unpacking the serial mediation of emotion regulation and discourse skills in mathematics. [PDF]

Front Psychol
Wu M, Liu Y, Guo J, Talib O.
europepmc   +1 more source

The Comparative Effect of Immediate and Delayed Feedback on EFL Learners' Engagement and Willingness to Collaborate. [PDF]

Psych J
Mai H.
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Teaching persuasive essay writing online to first-year undergraduates: A phenomenological study of instructional design and learning experiences. [PDF]

PLoS One
Karim A, Al Mamun MA, Sultana S, Kabilan MK.   +3 more
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Comparing Teacher Written Corrective Feedback and AI-Generated Feedback in EFL Writing Classrooms

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Indonesian English Teachers’ Beliefs on Self-Written Corrective Feedback

Indonesian English Teachers’ Beliefs on Self-Written Corrective Feedback
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Editorial: Written Corrective Feedback (WCF): Teachers’ Knowledge, Beliefs and Practice [PDF]

Language Teaching Research Quarterly, 2021
Over the last two decades or so, largely triggered by Truscott’s seminal paper (1996), there has been an exponential growth of research interest in written corrective feedback (WCF) in L2 contexts (for a review, see Reinders & Mohebbi, 2018).
Lee, Icy, Mohebbi, Hassan
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Teachers’ attempts at focused written corrective feedback in situ

Journal of Second Language Writing, 2021
Abstract Previous research on comprehensive/focused written corrective feedback (WCF) has been dominated by the experimental/quasi-experimental tradition, with low ecological validity and limited pedagogical relevance, and without sufficiently recognizing the complex issues that influence teacher WCF practices in authentic classrooms.
Icy Lee, Na Luo, Pauline Mak
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Teacher written corrective feedback: Less is more

Language Teaching, 2019
AbstractIn different parts of the world second language (L2) teachers devote a massive amount of time to giving feedback on grammatical errors in student writing. Such written corrective feedback, which is unfocused and comprehensive, is fraught with problems for both teachers and students.
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