Technology-mediated feedback and instruction
Edited by Hossein Nassaji and Eva Kartchava
Special issue of ITL - International Journal of Applied Linguistics 170:2 (2019) v, 159 pp.
Hossein Nassaji
List of John Benjamins publications in which Hossein Nassaji is involved.
Title
2019 The role of task repetition and learner self-assessment in technology-mediated task performance Technology-mediated feedback and instruction, Nassaji, Hossein and Eva Kartchava (eds.), pp. 180–203 | Article
This study examines the impact of task repetition on second language learners’ task performance and the mediating role of teacher feedback and learner self-assessment on oral performance. The study was conducted in a university-based English for Academic Purposes (EAP) program, where, as part of… read more
2019 The provision and efficacy of peer feedback in blogs versus paper-based writing Technology-mediated feedback and instruction, Nassaji, Hossein and Eva Kartchava (eds.), pp. 228–250 | Article
While the use of blogs has gained increasing popularity among second language (L2) writers, research into their role in developing L2 writing ability is yet underdeveloped. In particular, investigations into the use and effectiveness of peer feedback on L2 blogs are limited. The current study… read more
2019 Chapter 6. The effects of recasts versus prompts on immediate uptake and learning of a complex target structure Doing SLA Research with Implications for the Classroom: Reconciling methodological demands and pedagogical applicability, DeKeyser, Robert M. and Goretti Prieto Botana (eds.), pp. 107–126 | Chapter
This study compared the effects of recasts and prompts on learning a complex target structure (English relative clauses). It also examined how these effects were mediated by learners’ level of language proficiency. Fifty-four high- and low-proficiency ESL learners were assigned to three groups:… read more
2019 Technology-mediated feedback and instruction Technology-mediated feedback and instruction, Nassaji, Hossein and Eva Kartchava (eds.), pp. 151–153 | Editorial
2019 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 instruction Technology-mediated feedback and instruction, Nassaji, Hossein and Eva Kartchava (eds.), pp. 277–308 | Article
This paper reports the results of a meta-analysis of 39 published studies conducted during the last decade (from 2006 to 2016) on the effects of instruction and corrective feedback on learning second language (L2) pragmatics. The study meta-analyzed the effects of instruction in terms of several… read more