The interplay between planning conditions, direct focused feedback, and individual differences in EFL learners’ second language development
Bibliographic Data
| ID | 11990684 |
|---|---|
| Authors | Hyejin An (0009-0004-5259-7707, Florida State University), Shaofeng Li (0000-0002-7763-8964, Hong Kong Polytechnic University, corresponding author) |
| Year | 2025 |
| Volume | 133 |
| Pages | 103728-103728 |
| Publication date | 2025-05-26 |
| 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.2025.103728 |
| OpenAlex | W4410736005 |
| Language | EN |
| Citations received | 2 |
| References cited | 67 |
Linguistics · Mathematics education · Computer Science · EFL/ESL Teaching and Learning · Psychology · Second Language Acquisition and Learning · Second Language Learning and Teaching
Written Corrective Feedback in Second Language Acquisition and Writing
Second Language Task Complexity
Register, Genre, and Style
Speaking
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 Effects of Planning on Fluency, Complexity, and Accuracy in Second Language Narrative Writing
The value of written corrective feedback for migrant and international students
A measure of second language writing anxiety
Evidence in support of written corrective feedback
The Roles of Phonological Short-Term Memory and Working Memory in L2 Grammar and Vocabulary Learning
An automated version of the operation span task
Working memory and second language comprehension and production
The Effects of Different Lengths of Time for Planning on Second Language Performance
The Efficacy of Written Corrective Feedback in Improving L2 Written Accuracy
Second Language Writing Research and Written Corrective Feedback in Sla
A typology of written corrective feedback types
The comparative effect of direct written corrective feedback and metalinguistic explanation on learners’ explicit and implicit knowledge of the English indefinite article
Effects of task complexity on the fluency and lexical complexity in EFL students’ argumentative writing
Is working memory capacity task dependent?
Working memory and language
The efficacy of various kinds of error feedback for improvement in the accuracy and fluency of L2 student writing
Working memory span tasks
Foreign Language Classroom Anxiety
A Framework for the Implementation of Task-based Instruction
Sources of Individual Differences in L2 Narrative Production
Task Planning and Oral L2 Production
Relative Effects of Explicit and Implicit Feedback
Task complexity, task difficulty, and task production
Investigating the interactions between L2 writing processes and products under different task planning time conditions
Working memory and second language writing
Task complexity and L2 writing performance of young learners
Development and preliminary validation of four brief measures of L2 language-skill-specific anxiety
The effects of focused and unfocused written corrective feedback in an English as a foreign language context
Planning in L2 writing
Using learning style to predict foreign language achievement at the college level
Twenty-five years of research on oral and written corrective feedback in System
Aspects of working memory in L2 learning
The Effect of Focused Written Corrective Feedback and Language Aptitude on ESL Learners' Acquisition of Articles
The Advancement of Learning
The Unity and Diversity of Executive Functions and Their Contributions to Complex “Frontal Lobe” Tasks
Feeling and thinking
Recasts, Language Anxiety, Modified Output, and L2 Learning
The Influence of Task Structure and Processing Conditions on Narrative Retellings
Effects of Written Feedback and Revision on Learners' Accuracy in Using Two English Grammatical Structures
| Citations per year | 2 |
|---|---|
| Citation span | 2025 - 2026 (2) |
| Highly cited | No |