Technology-mediated feedback and instruction
Special issue of International Journal of Applied Linguistics 170:2 (2019)
Editors
[ITL - International Journal of Applied Linguistics, 170:2] 2019. v, 159 pp.
Publishing status: Available
Published online on 1 November 2019
Published online on 1 November 2019
© John Benjamins Publishing Company
Table of Contents
- Technology-mediated feedback and instructionHossein Nassaji & Eva Kartchava | pp. 151–153
- A longitudinal observation of technology-mediated feedback for L2 learners of GermanTrude Heift | pp. 154–179
- The role of task repetition and learner self-assessment in technology-mediated task performanceEva Kartchava & Hossein Nassaji | pp. 180–203
- The interaction between inhibitory control and corrective feedback timingYucel Yilmaz & Ayşenur Sağdıç | pp. 204–227
- The provision and efficacy of peer feedback in blogs versus paper-based writingMaria-Lourdes Lira-Gonzales & Hossein Nassaji | pp. 228–250
- Technology-mediated task-based interaction: The role of modalityNicole Ziegler & Huy Phung | pp. 251–276
- A meta-analysis of the effects of instruction and corrective feedback on L2 pragmatics and the role of moderator variables: Face-to-face vs. computer-mediated instructionMarziyeh Yousefi & Hossein Nassaji | pp. 277–308
Editorial
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