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“I just want to do it right, but it's so hard”: A novice teacher's written feedback beliefs and practices
16 references·16 citing·34 second hopsampled
“I just want to do it right, but it's so hard”: A novice teacher's written feedback beliefs and practices (2014)“I just want to do it right, but it's so …The Practice of Qualitative Research (2017)The Practice of Qualitative R…Sociolinguistic Patterns (2017)Sociolinguistic PatternsWritten Corrective Feedback in Second Language Acquisition and Writing (2012)Written Corrective Feedback i…The effects of focused and unfocused written corrective feedback in an English as a foreign language context (2008)The effects of focused and un…Evidence in support of written corrective feedback (2008)Evidence in support of writte…The Effect of Focused Written Corrective Feedback and Language Aptitude on ESL Learners' Acquisition of Articles (2007)The Effect of Focused Written…The effect of error correction on learners’ ability to write accurately (2007)The effect of error correctio…Teacher Cognition and Language Education : Research and Practice (2006)Teacher Cognition and Languag…The Practice of Qualitative Research (2005)The Practice of Qualitative R…The “Grammar Correction” Debate in L2 Writing: Where are we, and where do we go from here? (and what do we do in the meantime …?) (2004)The “Grammar Correction” Deba…The efficacy of various kinds of error feedback for improvement in the accuracy and fluency of L2 student writing (2003)The efficacy of various kinds…Teacher cognition in language teaching: A review of research on what language teachers think, know, believe, and do (2003)Teacher cognition in language…The case for grammar correction in L2 writing classes: A response to truscott (1996) (1999)The case for grammar correcti…Teacher Learning in Language Teaching (1997)Teacher Learning in Language …The Case Against Grammar Correction in L2 Writing Classes (1996)The Case Against Grammar Corr…Responding to Student Writing (1985)Responding to Student WritingSecondary school English teachers’ application of artificial intelligence-guided chatbot in the provision of feedback on student writing: An activity theory perspective (2025)Secondary school English teac…Written corrective feedback in second language writing: A synthesis of naturalistic classroom studies (2024)Written corrective feedback i…Affective, behavioural, and cognitive engagement with written feedback on second language writing: a systematic methodological review (2024)Affective, behavioural, and c…Trustworthiness in L2 writing research: A review and analysis of qualitative articles in the Journal of Second Language Writing (2023)Trustworthiness in L2 writing…Mapping research on second language writing teachers: A review on teacher cognition, practices, and expertise (2022)Mapping research on second la…Learner engagement with written corrective feedback in ESL and EFL contexts: a qualitative research synthesis using a perception-based framework (2022)Learner engagement with writt…Teacher Written Feedback on English as a Foreign Language Learners’ Writing: Examining Native and Nonnative English-Speaking Teachers’ Practices in Feedback Provision (2021)Teacher Written Feedback on E…Feedback-giving practice for L2 writing teachers: Friend or foe? (2021)Feedback-giving practice for …Exploring teacher written feedback in EFL writing classrooms: Beliefs and practices in interaction (2021)Exploring teacher written fee…“I even feel annoyed and angry”: Teacher emotional experiences in giving feedback on student writing (2021)“I even feel annoyed and angr…Understanding Macau novice secondary teachers’ beliefs and practices of EFL writing instruction: A complexity theory perspective (2020)Understanding Macau novice se…Cognition and Good Language Teachers (2020)Cognition and Good Language T…A systematic review of written corrective feedback research in ESL/EFL contexts (2019)A systematic review of writte…A sociocultural perspective on second language writing teacher cognition: A Vietnamese teacher's narrative (2018)A sociocultural perspective o…Written corrective feedback at a Saudi University : English language teachers’ beliefs, students’ preferences, and teachers’ practices (2015)Written corrective feedback a…Computer-mediated synchronous and asynchronous corrective feedback provided by trainee teachers to learners of French: a preliminary study (2015)Computer-mediated synchronous…Principles and Practice in Second Language Acquisition (1983)Principles and Practice in Second Language Acquisition (1983)The Role of the Linguistic Environment in Second Language Acquisition (1996)Corrective Feedback and Teacher Development (2009)SECOND LANGUAGE WRITING RESEARCH AND WRITTEN CORRECTIVE FEEDBACK IN SLA (2010)The Role of Consciousness in Second Language Learning1 (1990)Focus on form in classroom second language acquisition (1998)The value of written corrective feedback for migrant and international students (2008)Principles of Language Learning and Teaching (1988)Second Language Writing (2003)An Introduction to Second Language Acquisition Research (2014)Learner Strategies in Language Learning (1990)CORRECTIVE FEEDBACK AND LEARNER UPTAKE (1997)The effect of different types of corrective feedback on ESL student writing (2005)A typology of written corrective feedback types (2008)Knowledge and Teaching:Foundations of the New Reform (1987)How Languages Are Learned (1995)The Sociocultural Turn and Its Challenges for Second Language Teacher Education (2006)Exploring tensions between teachers’ grammar teaching beliefs and practices (2009)Oral corrective feedback in second language classrooms (2012)Is Sybil there? the structure of some American English directives (1976)Questions and politeness : strategies in social interaction (1978)Sometimes I’ll start a sentence in Spanish Y TERMINO EN ESPAÑOL: toward a typology of code-switching1 (1980)Language and the Culture of Gender: At the Intersection of Structure, Usage, and Ideology (1985)Politeness (1987)Second Language Acquisition (1996)The qualitative interview in IS research: Examining the craft (2007)Measuring cost: The forgotten component of expectancy-value theory (2015)Theme development in qualitative content analysis and thematic analysis (2016)FABRICATION AS ETHICAL PRACTICE (2012)Why do people share fake news? Associations between the dark side of social media use and fake news sharing behavior (2019)Competence and Performance in Language Teaching (2010)Teachers’ beliefs about multilingualism and a multilingual pedagogical approach (2015)Teacher Identity in Language Teaching: Integrating Personal, Contextual, and Professional Factors (2016)
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References

  • 2003Teacher cognition in language teaching: A review of research on what language teachers think, know, believe, and do2,541 cited
  • 2005The Practice of Qualitative Research2,012 cited
  • 1996The Case Against Grammar Correction in L2 Writing Classes1,742 cited
  • 2017Sociolinguistic Patterns1,457 cited
  • 2006Teacher Cognition and Language Education : Research and Practice1,412 cited
  • 2003The efficacy of various kinds of error feedback for improvement in the accuracy and fluency of L2 student writing1,109 cited
  • 2017The Practice of Qualitative Research1,108 cited
  • 2008Evidence in support of written corrective feedback871 cited
  • 1999The case for grammar correction in L2 writing classes: A response to truscott (1996)856 cited
  • 2007The Effect of Focused Written Corrective Feedback and Language Aptitude on ESL Learners' Acquisition of Articles794 cited
  • 1985Responding to Student Writing763 cited
  • 1997Teacher Learning in Language Teaching754 cited
  • 2007The effect of error correction on learners’ ability to write accurately719 cited
  • 2012Written Corrective Feedback in Second Language Acquisition and Writing713 cited
  • 2008The effects of focused and unfocused written corrective feedback in an English as a foreign language context

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707 cited
  • 2004The “Grammar Correction” Debate in L2 Writing: Where are we, and where do we go from here? (and what do we do in the meantime …?)679 cited
  • Cited by

    • 2023Trustworthiness in L2 writing research: A review and analysis of qualitative articles in the Journal of Second Language Writing79 cited
    • 2021“I even feel annoyed and angry”: Teacher emotional experiences in giving feedback on student writing76 cited
    • 2021Feedback-giving practice for L2 writing teachers: Friend or foe?71 cited
    • 2021Exploring teacher written feedback in EFL writing classrooms: Beliefs and practices in interaction69 cited
    • 2021Teacher Written Feedback on English as a Foreign Language Learners’ Writing: Examining Native and Nonnative English-Speaking Teachers’ Practices in Feedback Provision67 cited
    • 2022Learner engagement with written corrective feedback in ESL and EFL contexts: a qualitative research synthesis using a perception-based framework66 cited
    • 2024Written corrective feedback in second language writing: A synthesis of naturalistic classroom studies52 cited
    • 2018A sociocultural perspective on second language writing teacher cognition: A Vietnamese teacher's narrative51 cited
    • 2020Understanding Macau novice secondary teachers’ beliefs and practices of EFL writing instruction: A complexity theory perspective51 cited
    • 2025Secondary school English teachers’ application of artificial intelligence-guided chatbot in the provision of feedback on student writing: An activity theory perspective38 cited
    • 2020Cognition and Good Language Teachers36 cited
    • 2022Mapping research on second language writing teachers: A review on teacher cognition, practices, and expertise35 cited
    • 2015Written corrective feedback at a Saudi University : English language teachers’ beliefs, students’ preferences, and teachers’ practices32 cited
    • 2024Affective, behavioural, and cognitive engagement with written feedback on second language writing: a systematic methodological review31 cited
    • 2019A systematic review of written corrective feedback research in ESL/EFL contexts28 cited
    • 2015Computer-mediated synchronous and asynchronous corrective feedback provided by trainee teachers to learners of French: a preliminary study4 cited