Learner uptake of teacher electronic feedback in ESL composition
Bibliographic Data
| ID | 11990157 |
|---|---|
| Authors | Estela Ene (0000-0002-4037-1100, Indiana University – Purdue University Indianapolis, corresponding author), Thomas A Upton (0009-0001-7300-2926, Indiana University – Purdue University Indianapolis) |
| Year | 2014 |
| Volume | 46 |
| Pages | 80-95 |
| Publication date | 2014-08-13 |
| Peer Reviewed | Yes |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | System (JOURNAL) |
| Journal identifiers | ISSN: 0346-251X • E-ISSN: 1879-3282 |
| Publisher | Elsevier BV (PUBLISHER) |
| DOI | 10.1016/j.system.2014.07.011 |
| OpenAlex | W2033057104 |
| Language | EN |
| Citations received | 21 |
| References cited | 62 |
Composition (language · Corrective Feedback · Directive · Linguistics · Mathematics education · Multimedia · Peer feedback · Programming language · Second language · Second language writing · Computer Science · Discourse Analysis in Language Studies · EFL/ESL Teaching and Learning · Psychology · Second Language Learning and Teaching
Researching Feedback
The nature of feedback
Low-Proficiency Students’ Cognitive and Affective Engagement with Combined Audio and Indirect Written Feedback in an EFL Writing Class
Exploring L2 learners’ self-regulation and engagement with Corpus-GenAI data-driven learning in academic writing revision
Effect of teachers’ asynchronous e-feedback and synchronous oral feedback on English language learners’ writing accuracy
Self-regulation and student engagement with feedback
Developing a feedback framework for English for Research and Publication Purposes (ERPP) in L2 writing
ChatGPT-supported interactive learning activities
The role of tutor's questioning in mentoring learners' responses to and uptake of feedback on writing
Engaging secondary school students with peer feedback in L2 writing classrooms
Teacher’s feedback vs. computer-generated feedback
Does metalinguistic explanation of teacher and ChatGPT feedback improve EFL learners’ writing quality and engagement? Findings from an intervention study
AI-generated feedback in an EAP writing classroom
Exploring Supervisory Feedback Formulation on Academic Writing of Research Proposals and Postgraduates’ Responses to Feedback
The enactment of positive emotions via teacher scaffolding
The psychology of pedagogical compromise
GPT versus teacher feedback on English writing
A typology of metalinguistic feedback
Comparing AI and human feedback at higher education
Supporting Second Language Writing Using Multimodal Feedback
A Model for Analyzing Teachers' Written Feedback on Adult Beginners' Writing in Swedish as a Second Language
Written Corrective Feedback in Second Language Acquisition and Writing
Implicit and Explicit Corrective Feedback and the Acquisition of L2 Grammar
Raising the linguistic accuracy level of advanced L2 writers with written corrective feedback
The value of written corrective feedback for migrant and international students
Evidence in support of written corrective feedback
Exploring the role of noticing in a three-stage second language writing task
Second Language Writing Research and Written Corrective Feedback in Sla
A typology of written corrective feedback types
The efficacy of various kinds of error feedback for improvement in the accuracy and fluency of L2 student writing
The Role of the Linguistic Environment in Second Language Acquisition
Sugaring the pill
Reducing Composition Errors
Learners’ Processing, Uptake, and Retention of Corrective Feedback on Writing
The effect of different types of corrective feedback on ESL student writing
The Role of Consciousness in Second Language Learning1
The effects of focused and unfocused written corrective feedback in an English as a foreign language context
The effects of direct and indirect speech acts on native English and ESL speakers’ perception of teacher written feedback
Focusing on form
The relative effectiveness of different types of direct written corrective feedback
Feedback on second language students' writing
Responding to L2 Students in College Writing Classes
The Effect of Focused Written Corrective Feedback and Language Aptitude on ESL Learners' Acquisition of Articles
Computer‐Generated Feedback on Student Writing
Effects of Dynamic Corrective Feedback on ESL Writing Accuracy
Salience of Feedback on Error and Its Effect on EFL Writing Quality
Effects of the Red Pen
Longitudinal Research in Second Language Acquisition
Corrective Feedback and Learner Uptake
Error feedback in L2 writing classes
The Effectiveness of Corrective Feedback in SLA
The Case Against Grammar Correction in L2 Writing Classes
| Unique citing works | 21 |
|---|---|
| Citations per year | 2,1 |
| Citation span | 2016 - 2026 (11) |
| Citation velocity | current |
| Highly cited | No |
| Citation types | Neutral: 21 |