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The Effects of Teacher Feedback and Automated Feedback on Cognitive and Psychological Aspects of Foreign Language Writing: A Mixed-Methods Research
16 references·0 citing·34 second hopsampled
The Effects of Teacher Feedback and Automated Feedback on Cognitive and Psychological Aspects of Foreign Language Writing: A Mixed-Methods Research (2022)The Effects of Teacher Feedback and Autom…Written Corrective Feedback in Second Language Acquisition and Writing (2012)Written Corrective Feedback i…Vocabulary size and the skills of listening, reading and writing (2008)Vocabulary size and the skill…Technology Acceptance Model 3 and a Research Agenda on Interventions (2008)Technology Acceptance Model 3…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…Feedback on second language students' writing (2006)Feedback on second language s…Does error feedback help student writers? New evidence on the short- and long-term effects of written error correction (2006)Does error feedback help stud…Do students value feedback? Student perceptions of tutors’ written responses (2005)Do students value feedback? S…Using peer feedback in the ESL writing class (2004)Using peer feedback in the ES…User Acceptance of Information Technology: Toward A Unified View1 (2003)User Acceptance of Informatio…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…Error feedback in L2 writing classes (2001)Error feedback in L2 writing …A Theoretical Extension of the Technology Acceptance Model: Four Longitudinal Field Studies (2000)A Theoretical Extension of th…The Influence of Teacher Commentary on Student Revision (1997)The Influence of Teacher Comm…User Acceptance of Computer Technology: A Comparison of Two Theoretical Models (1989)User Acceptance of Computer T…Perceived Usefulness, Perceived Ease of Use, and User Acceptance of Information Technology (1989)Perceived Usefulness, Perceiv…The Case Against Grammar Correction in L2 Writing Classes (1996)Focus on form in classroom second language acquisition (1998)The effect of different types of corrective feedback on ESL student writing (2005)Corpus linguistics : investigating language structure and use (2006)A typology of written corrective feedback types (2008)Belief, Attitude, Intention and Behavior: An Introduction to Theory and Research (1975)Self-efficacy mechanism in human agency. (1982)A new criterion for assessing discriminant validity in variance-based structural equation modeling (2014)The Role of Consciousness in Second Language Learning1 (1990)The effects of focused and unfocused written corrective feedback in an English as a foreign language context (2008)The value of written corrective feedback for migrant and international students (2008)SECOND LANGUAGE WRITING RESEARCH AND WRITTEN CORRECTIVE FEEDBACK IN SLA (2010)Understanding Attitudes and Predicting Social Behavior (1980)Learner Strategies in Language Learning (1990)CORRECTIVE FEEDBACK AND LEARNER UPTAKE (1997)The theory of planned behavior (1991)Consumer Acceptance and Use of Information Technology: Extending the Unified Theory of Acceptance and Use of Technology1 (2012)Older Adults' Reasons for Using Technology while Aging in Place (2015)Diffusion of Innovations 1 (2019)Common method biases in behavioral research: A critical review of the literature and recommended remedies. (2003)Unified Theory of Acceptance and Use of Technology: A Synthesis and the Road Ahead (2016)Re-examining the Unified Theory of Acceptance and Use of Technology (UTAUT): Towards a Revised Theoretical Model (2017)The technology acceptance model (TAM): A meta-analytic structural equation modeling approach to explaining teachers’ adoption of digital technology in education (2018)Social Research Methods: Qualitative and Quantitative Approaches (1991)Teaching For Quality Learning At University (1999)Learning to Teach in Higher Education (2003)Developing Effective Assessment in Higher Education: A Practical Guide (2007)Student perceptions of quality feedback in teacher education (2009)Facilitating productive use of feedback in higher education (2012)Mind in Society: The Development of Higher Psychological Processes (1978)Situated Learning: Legitimate Peripheral Participation. (1994)The Role of the Linguistic Environment in Second Language Acquisition (1996)Collaborative writing: fostering foreign language and writing conventions development (2010)Trust and TAM in Online Shopping: An Integrated Model1 (2003)
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References

  • 1989Perceived Usefulness, Perceived Ease of Use, and User Acceptance of Information Technology68,271 cited
  • 2003User Acceptance of Information Technology: Toward A Unified View144,945 cited
  • 1989User Acceptance of Computer Technology: A Comparison of Two Theoretical Models25,696 cited
  • 2000A Theoretical Extension of the Technology Acceptance Model: Four Longitudinal Field Studies22,991 cited
  • 2008Technology Acceptance Model 3 and a Research Agenda on Interventions8,138 cited
  • 2003The efficacy of various kinds of error feedback for improvement in the accuracy and fluency of L2 student writing1,109 cited
  • 2006Feedback on second language students' writing1,033 cited
  • 2001Error feedback in L2 writing classes979 cited
  • 2008Evidence in support of written corrective feedback871 cited
  • 2005Do students value feedback? Student perceptions of tutors’ written responses807 cited
  • 2007The Effect of Focused Written Corrective Feedback and Language Aptitude on ESL Learners' Acquisition of Articles794 cited
  • 2012Written Corrective Feedback in Second Language Acquisition and Writing713 cited
  • 2006Does error feedback help student writers? New evidence on the short- and long-term effects of written error correction661 cited
  • 1997The Influence of Teacher Commentary on Student Revision

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612 cited
  • 2004Using peer feedback in the ESL writing class580 cited
  • 2008Vocabulary size and the skills of listening, reading and writing541 cited
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