Citation map · Study

SZodixStudyAcademic Library

Shelves Open access

Study · an open academic library·Metadata from OpenAlex (CC0)·Shelves·OpenAlex metadata, de-duplicated

Oral corrective feedback, foreign language anxiety and L2 development

16 references·16 citing·35 second hopsampled

FromToDepth

this work references cited by second hop· second hop is a sample of the most-cited connections

References

1986Foreign Language Classroom Anxiety5,711 cited
1997CORRECTIVE FEEDBACK AND LEARNER UPTAKE2,269 cited
2014Understanding Second Language Acquisition1,602 cited
2006HANDBOOK OF RESEARCH IN SECOND LANGUAGE TEACHING AND LEARNING1,432 cited
2000THE ROBUSTNESS OF CRITICAL PERIOD EFFECTS IN SECOND LANGUAGE ACQUISITION1,431 cited
2002Questionnaires in Second Language Research: Construction, Administration, and Processing1,126 cited
1994Examination of Horwitz, Horwitz, and Cope's Construct of Foreign Language Anxiety: The Case of Students of Japanese1,109 cited
2006IMPLICIT AND EXPLICIT CORRECTIVE FEEDBACK AND THE ACQUISITION OF L2 GRAMMAR1,076 cited
2010The Effectiveness of Corrective Feedback in SLA: A Meta‐Analysis940 cited
2005The Output Hypothesis: Theory and Research852 cited
2010ORAL FEEDBACK IN CLASSROOM SLA834 cited
2004DIFFERENTIAL EFFECTS OF PROMPTS AND RECASTS IN FORM-FOCUSED INSTRUCTION825 cited
1999Foreign Language Reading Anxiety772 cited
2012Oral corrective feedback in second language classrooms741 cited
1998RECASTS, REPETITION, AND AMBIGUITY IN L2 CLASSROOM DISCOURSE718 cited

Only edges whose both ends are imported exist here. Widen the year window, or show the whole map. Back to the work

1997Biases in Self‐Ratings of Second Language Proficiency: The Role of Language Anxiety715 cited

Cited by

2021The Cambridge Handbook of Task-Based Language Teaching128 cited
2016The roles of social anxiety, autonomy, and learning orientation in second language learning: A structural equation modeling analysis68 cited
2016Factors Influencing Spanish Instructors’ In‐Class Feedback Decisions66 cited
2021Introduction: Combining learner psychology and ISLA research: Intersections in the classroom54 cited
2022The effectiveness of teachers’ written and verbal corrective feedback (CF) during formative assessment (FA) on male language learners’ academic anxiety (AA), academic performance (AP), and attitude toward learning (ATL)54 cited
2017Video chat vs. face-to-face recasts, learners’ interpretations and L2 development: a case of Persian EFL learners52 cited
2021EFL Students' Preferences for Written Corrective Feedback: Do Error Types, Language Proficiency, and Foreign Language Enjoyment Matter?50 cited
2019Computer-mediated text-based and audio-based corrective feedback, perceptual style and L2 development43 cited
2020The interplay of oral corrective feedback and L2 willingness to communicate across proficiency levels33 cited
2021Learners’ perceptions and performance under peer versus teacher corrective feedback conditions32 cited
2021The Cognition Hypothesis, the Triadic Componential Framework and the SSARC Model31 cited
2021Mitigating oral corrective feedback through linguistic strategies and smiling30 cited
2021From Needs Analysis to Task Selection, Design, and Sequencing29 cited
2024A Meta-Analysis and Systematic Review of Foreign Language Anxiety Interventions Among Students27 cited
2021Task-Based Language Teaching as an Innovation24 cited
2021Why Task? Task as a Unit of Analysis for Language Education24 cited