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Current Issue

Vol 37 No 2 (2020): Special Issue - Corrective Feedback in Language Teaching and Learning: Connecting Research and Practice

Published: 2020-12-02

Editorial

A Word From The Editors

Antonella Valeo, Eva Kartchava

i-xvii
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Articles

The Amount and Usefulness of Written Corrective Feedback Across Different Educational Contexts and Levels

Maria-Lourdes Lira-Gonzales, Hossein Nassaji

1-22
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Learner Personality and Response to Oral Corrective Feedback in an English for Academic Purposes Context

Alina Lemak, Antonella Valeo

23-50
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Investigating EAP Teachers’ Use and Perceptions of Gesture in General and in Corrective Feedback Episodes

Eva Kartchava, Abdizalon Mohamed

51-77
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Dynamic Written Corrective Feedback among Graduate Students: The Effects of Feedback Timing

Grant Eckstein, Maureen Sims, Lisa Rohm

78-102
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“That’s Just How We Say it”: Understanding L2 Student Writers’ Responses to Written and Negotiated Corrective Feedback Through Critical Incidents

Emma R Britton, Theresa Y Austin

103-127
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The Visibility of Oral Corrective Feedback Research in Teacher Education Textbooks

Majid Nikouee, Leila Ranta

128-153
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Corrective Feedback and Multimodality: Rethinking Categories in Telecollaborative Learning

Ana Freschi, Suzi Cavalari

154-180
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Second Language Learners’ and Teachers’ Perceptions of Delayed Immediate Corrective Feedback in an Asynchronous Online Setting An Exploratory Study

Laia Canals, Gisela Granena, Yucel Yilmaz, Aleksandra Malicka

181-209
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Metacognitive Instruction and Interactional Feedback in a Computer-Mediated Environment

Nicole Ziegler, Kara Moranski, George Smith, Huy Phung

210-233
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Perspectives

Perspectives on Using Automated Writing Evaluation Systems to Provide Written Corrective Feedback in the ESL Classroom

Johanathan Woodworth, Khaled Barkaoui

234-247
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