Addressing Learner Hesitancy‐to‐Respond Within Initiation‐Response‐Feedback Sequences
Bibliographic Data
| ID | 10819253 |
|---|---|
| Authors | Drew S Fagan (0000-0002-5842-192X, University of Maryland College Park Maryland United States, corresponding author) |
| Year | 2018 |
| Volume | 52 |
| Issue | 2 |
| Pages | 425-435 |
| Publication date | 2018-06-01 |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | TESOL Quarterly (JOURNAL) |
| Journal identifiers | ISSN: 0039-8322 • E-ISSN: 1545-7249 |
| Publisher | Wiley (PUBLISHER • GB) |
| DOI | 10.1002/tesq.421 |
| OpenAlex | W2774857822 |
| Language | EN |
| Citations received | 1 |
| References cited | 13 |
Citation · Fagan inspection · Library science · Behavioral and Psychological Studies · Communication in Education and Healthcare · Computer Science · Writing and Handwriting Education
Second Language Acquisition Processes in the Classroom
Using Explicit Positive Assessment in the Language Classroom
Glossary of transcript symbols with an introduction
Learning Lessons
Creating Happy People by Asking Yes-No Questions
Conversation analytic claims
Managing language errors in real-time
Learning English at School
Respecifying Display Questions
Student smiles and the negotiation of epistemics in L2 classrooms
Towards an analysis of discourse
| Citations per year | 1 |
|---|---|
| Citation span | 2026 - 2026 (1) |
| Highly cited | No |