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(文献数据最近更新时间:2018-02-01;中文文献显示格式为《外语教学与研究》标准,英文文献显示格式为APA标准。)

关键词:FEEDBACK (频次:32)
  • 杨颖莉、王琴,2015,反馈有效性:理论观点及影响因素[J],《外语与外语教学》,285(6):22-27。
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  • Li, S. (2014). Oral corrective feedback. ELT Journal, 68(2), 196-198.
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  • Zhao, H. (2014). Investigating teacher-supported peer assessment for EFL writing. ELT Journal, 68(2), 155-168.
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  • 张荔、盛越,2015,自动作文评阅系统反馈效果个案研究[J],《外语电化教学》(03):38-44。
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  • Sagarra, N., & Abbuhl, R. (2013). Optimizing the noticing of recasts via computer-delivered feedback: Evidence that oral input enhancement and working memory help second language learning. The Modern Language Journal, 97, 196-216.
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  • Sato, Masatoshi, & Lyster, Roy. (2012). Peer interaction and corrective feedback for accuracy and fluency development: Monitoring, practice, and proceduralization. Studies in Second Language Acquisition, 34, 591-626.
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  • Yin, Muchun. (2012). Scratching where they itch: Evaluation of feedback on a diagnostic English grammar test for Taiwanese university students. Language Assessment Quarterly, 9, 78-104.
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  • Lee, Cynthia, Cheung, William Kwok Wai, Wong, Kelvin Chi Kuen, & Lee, Fion Sau Ling. (2013). Immediate web-based essay critiquing system feedback and teacher follow-up feedback on young second language learners' writings: An experimental study in a Hong Kong secondary school. Computer Assisted Language Learning, 26(1), 39-60.
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  • Goo, J. (2012). Corrective feedback and working memory capacity in interaction-driven L2 learning. Studies in Second Language Acquisition, 34, 445-474.
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  • Rahimi, M. (2013). Is training student reviewers worth its while? A study of how training influences the quality of students' feedback and writing. Language Teaching Research, 17(1), 67-89.
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  • Yilmaz, Y. (2012). The relative effects of explicit correction and recasts on two target structures via two communication modes. Language Learning, 62, 1134-1169.
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  • Knoch, U. (2011). Investigating the effectiveness of individualized feedback to rating behavior-a longitudinal study. Language Testing, 28(2), 179-200.
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  • Ferris, D. R. (2012). Written corrective feedback in second language acquisition and writing studies. Language Teaching, 45(4), 446-459.
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  • Vinagre, M., & Munoz, B. (2011). Computer-mediated corrective feedback and language accuracy in telecollaborative exchanges. Language Learning&Technology, 15, 72-103.
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  • Gurzynski-Weiss, L., & Revesz, A. (2012). Tasks, teacher feedback, and learner modified output in naturally occurring classroom interaction. Language Learning, 62(S2), 851-879.
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  • Mackey, A., & Sachs, R. (2012). Older learners in SLA research: A first look at working memory, feedback, and L2 development. Language Learning, 62(S2), 704-740.
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  • Stafford, C. A., Bowden, H. W., & Sanz, C. (2012). Optimizing language instruction: Matters of explicitness, practice, and cue learning. Language Learning, 62(S2), 741-768.
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  • Van Beuningen, C. G., de Jong, N. H., & Kuiken, F. (2012). Evidence on the effectiveness of comprehensive error correction in second language writing. Language Learning, 62, 1-41.
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  • Gun, B. (2011). Quality self-reflection through reflection training. ELT Journal, 65(2), 126-135.
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  • Lee, I. (2011). Feedback revolution: what gets in the way?. ELT Journal, 65(1), 1-12.
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