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An Open for Replication Study: The Role of Feedback Timing in Synchronous Computer‐Mediated Communication
16 references·9 citing·40 second hop
An Open for Replication Study: The Role of Feedback Timing in Synchronous Computer‐Mediated Communication (2018)An Open for Replication Study: The Role o…The Practice of English Language Teaching (2015)The Practice of English Langu…Estimating the reproducibility of psychological science (2015)Estimating the reproducibilit…How Big Is “Big”? Interpreting Effect Sizes in L2 Research (2014)How Big Is “Big”? Interpretin…The Effectiveness of Corrective Feedback in SLA: A Meta‐Analysis (2010)The Effectiveness of Correcti…IMPLICIT AND EXPLICIT CORRECTIVE FEEDBACK AND THE ACQUISITION OF L2 GRAMMAR (2006)IMPLICIT AND EXPLICIT CORRECT…Corrective feedback and learner uptake in communicative classrooms across instructional settings (2004)Corrective feedback and learn…Attention (2001)AttentionComputer mediated communication: A window on L2 Spanish interlanguage (2000)Computer mediated communicati…Focus on form in classroom second language acquisition (1998)Focus on form in classroom se…The partial availability of Universal Grammar in second language acquisition: the ‘failed functional features hypothesis’ (1997)The partial availability of U…CORRECTIVE FEEDBACK AND LEARNER UPTAKE (1997)CORRECTIVE FEEDBACK AND LEARN…The Role of the Linguistic Environment in Second Language Acquisition (1996)The Role of the Linguistic En…L2 cognitive states and the Full Transfer/Full Access model (1996)L2 cognitive states and the F…Restructuring Classroom Interaction with Networked Computers: Effects on Quantity and Characteristics of Language Production (1995)Restructuring Classroom Inter…Using computer networking to facilitate the acquisition of interactive competence (1994)Using computer networking to …Focus on Form (1991)Focus on FormFrom shy to fly: Facilitating EFL learners’ willingness to communicate with an AI chatbot and an intelligent tutoring system (2024)From shy to fly: Facilitating…The Cognition Hypothesis, the Triadic Componential Framework and the SSARC Model (2021)The Cognition Hypothesis, the…From Needs Analysis to Task Selection, Design, and Sequencing (2021)From Needs Analysis to Task S…The role of task repetition with direct written corrective feedback in L2 writing complexity, accuracy and fluency (2020)The role of task repetition w…THE EFFECTS OF IMMEDIATE AND DELAYED CORRECTIVE FEEDBACK ON L2 DEVELOPMENT (2020)THE EFFECTS OF IMMEDIATE AND …Computer‐mediated feedback for L2 learners: Challenges versus affordances (2020)Computer‐mediated feedback fo…The interaction between inhibitory control and corrective feedback timing (2019)The interaction between inhib…The effect of feedback timing on L2 Spanish vocabulary acquisition in synchronous computer-mediated communication (2019)The effect of feedback timing…The associations between individual differences in working memory and the effectiveness of immediate and delayed corrective feedback (2019)The associations between indi…Why Most Published Research Findings Are False (2005)Conducting Meta-Analyses in R with the metafor Package (2010)Calculating and reporting effect sizes to facilitate cumulative science: a practical primer for t-tests and ANOVAs (2013)Estimating Psychological Networks and their Accuracy: A Tutorial Paper (2016)Redefine statistical significance (2017)A tutorial on regularized partial correlation networks. 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References

  • 2015Estimating the reproducibility of psychological science8,516 cited
  • 1996The Role of the Linguistic Environment in Second Language Acquisition3,924 cited
  • 2015The Practice of English Language Teaching3,003 cited
  • 1998Focus on form in classroom second language acquisition2,572 cited
  • 1997CORRECTIVE FEEDBACK AND LEARNER UPTAKE2,269 cited
  • 2014How Big Is “Big”? Interpreting Effect Sizes in L2 Research1,951 cited
  • 1991Focus on Form1,775 cited
  • 1996L2 cognitive states and the Full Transfer/Full Access model1,742 cited
  • 2001Attention1,321 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
  • 1995Restructuring Classroom Interaction with Networked Computers: Effects on Quantity and Characteristics of Language Production866 cited
  • 1997The partial availability of Universal Grammar in second language acquisition: the ‘failed functional features hypothesis’826 cited
  • 1994Using computer networking to facilitate the acquisition of interactive competence677 cited
  • 2004Corrective feedback and learner uptake in communicative classrooms across instructional settings

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615 cited
  • 2000Computer mediated communication: A window on L2 Spanish interlanguage573 cited
  • Cited by

    • 2020THE EFFECTS OF IMMEDIATE AND DELAYED CORRECTIVE FEEDBACK ON L2 DEVELOPMENT76 cited
    • 2019The effect of feedback timing on L2 Spanish vocabulary acquisition in synchronous computer-mediated communication73 cited
    • 2019The interaction between inhibitory control and corrective feedback timing65 cited
    • 2020Computer‐mediated feedback for L2 learners: Challenges versus affordances64 cited
    • 2020The role of task repetition with direct written corrective feedback in L2 writing complexity, accuracy and fluency57 cited
    • 2019The associations between individual differences in working memory and the effectiveness of immediate and delayed corrective feedback49 cited
    • 2024From shy to fly: Facilitating EFL learners’ willingness to communicate with an AI chatbot and an intelligent tutoring system47 cited
    • 2021The Cognition Hypothesis, the Triadic Componential Framework and the SSARC Model31 cited
    • 2021From Needs Analysis to Task Selection, Design, and Sequencing29 cited