Noticing and uptake: Addressing pre-articulated covert problems in L2 writing修 花岡, Shin-ichi Izumi2012-11-04articleJournal of Second Language Writing136 citationsclosedNo readable copy stored yet — this record is metadata only.EFL/ESL Teaching and LearningStudent Assessment and FeedbackSecond Language Acquisition and LearningAbstractNo abstract was published for this record.Citations in this libraryStored only when both papers are in the corpus — 136 citations exist upstream.References1990The Role of Consciousness in Second Language Learning11985Communicative competence : Some roles of comprehensible input and comprehensible output in its development1998Focus on form in classroom second language acquisition1986Input in Second Language Acquisition1981Autonomy and foreign language learning1995Three functions of output in second language learning2001Cognition and Second Language Instruction1995Problems in Output and the Cognitive Processes They Generate: A Step Towards Second Language LearningCited by2019Impacts of a mind mapping-based contextual gaming approach on EFL students’ writing performance, learning perceptions and generative uses in an English course2018Identifying the trajectories of young EFL learners across multi-stage writing and feedback processing tasks with model texts2013Trends in Language Acquisition Research2013EXPLORING THE ROLE PLAYED BY ERROR CORRECTION AND MODELS ON CHILDREN’S REPORTED NOTICING AND OUTPUT PRODUCTION IN A L2 WRITING TASK2017The Use of Models as Written Corrective Feedback in English as a Foreign Language (EFL)Writing2019Using model texts as a form of feedback in L2 writing2019How Deeply Do Second Language Learners Process Written Corrective Feedback? Insights Gained From Think‐Alouds2021Exploring the use of models as a written corrective feedback technique among EFL children