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Edição
Título
Autores
Volume 8, Nº 4 (2022)
Writing Feedback from a Research Perspective
Raitskaya L., Tikhonova E.
PDF
(Eng)
Volume 8, Nº 4 (2022)
The Effect of Coded Focused and Unfocused Corrective Feedback on ESL Student Writing Accuracy
Deng C., Wang X., Lin S., Xuan W., Xie Q.
PDF
(Eng)
Volume 8, Nº 4 (2022)
Accuracy Gains from Unfocused Feedback: Dynamic Written Corrective Feedback as Meaningful Pedagogy
Kurzer K.
PDF
(Eng)
Volume 8, Nº 4 (2022)
Learning Outcomes Generated through the Collaborative Processing of Expert Peer Feedback
Carr N., Wicking P.
PDF
(Eng)
Volume 8, Nº 1 (2022)
The Effect of Comprehensive Written Corrective Feedback on EFL Learners’ Written Syntactic Complexity
Valizadeh M.
PDF
(Eng)
Volume 8, Nº 4 (2022)
Unfocused Written Corrective Feedback and L2 Learners’ Writing Accuracy: Relationship Between Feedback Type and Learner Belief
Mujtaba S., Singh M., Zhang T., Ahmed N., Parkash R.
PDF
(Eng)
Volume 8, Nº 4 (2022)
A Research Synthesis of Unfocused Feedback Studies in the L2 Writing Classroom: Implications for Future Research
Reynolds B., Kao C.
PDF
(Eng)
Volume 8, Nº 4 (2022)
Moroccan EFL Public University Instructors’ Perceptions and Self-Reported Practices of Written Feedback
Mamad A., Vígh T.
PDF
(Eng)
Volume 9, Nº 1 (2023)
The Interplay between Corrective Feedback, Motivation and EFL Achievement in Middle and High School Education
Ahmetovic E., Becirovic S., Dubravac V., Brdarevic-Celjo A.
PDF
(Eng)
Volume 8, Nº 4 (2022)
Unfocused Written Corrective Feedback for Academic Discourse: The Sociomaterial Potential for Writing Development and Socialization in Higher Education
Loo D.
PDF
(Eng)
Volume 8, Nº 4 (2022)
Effect of Implicit Written Corrective Feedback on the Writing Skills of ESL Learners
Subon F., Ali N.
PDF
(Eng)
Volume 6, Nº 4 (2020)
Graduate Students’ Perceived Needs and Preferences for Supervisor Written Feedback for Thesis Writing
Nurie Y.
PDF
(Eng)
Volume 8, Nº 4 (2022)
The Effectiveness of Direct and Metalinguistic Written Corrective Feedback to Deal With Errors in the Use of Information-Structuring Connectors
Kloss S., Quintanilla A.
PDF
(Eng)
Volume 9, Nº 1 (2023)
Preferences for Oral Corrective Feedback: Are Language Proficiency, First Language, Foreign Language Classroom Anxiety, and Enjoyment Involved?
Wiboolyasarin W., Tiranant P., Khumsat T., Ngamnikorn T., Wiboolyasarin K., Korbuakaew S., Jinowat N.
PDF
(Eng)
Volume 8, Nº 4 (2022)
Writing Task Complexity, Task Condition and the Efficacy of Feedback
Ghaderi E., Rouhi A., Nemat Tabrizi A., Jafarigohar M., Hemmati F.
PDF
(Eng)
Volume 7, Nº 4 (2021)
A Telecollaboration Project on Giving Online Peer Feedback: Implementing a Multilateral Virtual Exchange During a Pandemic
Ennis M., Verzella M., Montanari S., Sendur A., Simeonova Pissarro M., Kaiser S., Wimhurst A.
PDF
(Eng)
Volume 7, Nº 2 (2021)
Short Teacher Responses in the EFL Classroom: A Corpus-Approach Assessment
Keselman I., Yakovleva Y.
PDF
(Eng)
Volume 7, Nº 2 (2021)
Experiencing the Peer Feedback Activities with Teacher’s Intervention through Face-to-Face and Asynchronous Online Interaction: The Impact on Students’ Writing Development and Perceptions
Astrid A., Rukmini D., Fitriati S., - S.
PDF
(Eng)
Volume 6, Nº 4 (2020)
The Relationship Between Language Mindsets and Feedback Preferences in L2 Writings of EFL Learners
Vaghei S., Esfahani F., Shafiee S.
PDF
(Eng)
Volume 6, Nº 3 (2020)
The Language of Praise in Russian Students’ Evaluation of Teaching
Morozova I., Chusovlyankin A., Smolianina E., Permyakova T.
PDF
(Eng)
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Dicas:
  • Palavras-chave são sensíveis a maiúsculas
  • Preposições e conjunções ingleses são ignoradas
  • Busca é feita por todos os palavras-chave (agente AND experimentador) por omissão
  • Use OR para pesquisar um termo exato, ex.: educação OR formação
  • Use parênteses para criar frases complexas, ex.: arquivo de ((revistas OR conferências) NOT teses)
  • Para pesquisar uma frase precisa use aspas duplas, ex.: "investigações científicas"
  • Exclua uma palavra utilizando o sinal - (hífen) ou operador NOT; ex.: concurso-de beleza ou concurso NOT de beleza
  • Use * como caractere-coringa, ex.: científic* recuperará as palavras "científico", "científicos", etc.