Appendices
Bibliography
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- Han, Y., & Hyland, F. (2015). Exploring learner engagement with written corrective feedback in a Chinese tertiary EFL classroom. Journal of Second Language Writing, 30, 31–44. https://doi.org/10.1016/j.jslw.2015.08.002
- Hattie, J. & Clarke, S. (2019). Visible learning feedback. Routledge.
- Kartchava, E., Bu, Y., Heidt, J., Mohamed, A., & Seal, J. (2021). Towards a better understanding of the complex nature of written corrective feedback and its effects: A duoethnographical exploration of perceptions, choices, and outcomes. Journal of Response to Writing, 7(2), 74-111. https://scholarsarchive.byu.edu/journalrw/vol7/iss2/4
- Karim, K. & Nassaji, H. (2019). The effects of written corrective feedback: A critical synthesis of past and present research. Instructed Second Language Acquisition, 3, 28–52.
- Karim, K. & Nassaji, H. (2020). The revision and transfer effects of direct and indirect comprehensive corrective feedback on ESL students’ writing. Language Teaching Research, 24, 519–539.
- Kim, Y., Choi, B., Kang, S., Kim, B., & Yun, H. (2020). Comparing the effects of direct and indirect synchronous written corrective feedback: Learning outcomes and students’ perceptions. Foreign Language Annals, 53(1), 176–199. https://doi.org/10.1111/flan.12443
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- Lee, I. (2021). The development of feedback literacy for writing teachers. TESOL Quarterly, 55(3), 1048–1059. https://doi.org/10.1002/tesq.3012
- Lee, I. (2024). The future of written corrective feedback research. Pedagogies: An International Journal, 19(4), 660–669. https://doi.org/10.1080/1554480X.2024.2388068
- Lira-Gonzales, M. L., & Nassaji, H. (2019). The provision and efficacy of peer feedback in blogs versus paper-based writing. International Journal of Applied Linguistics, 2, 228–250.
- Lira-Gonzales, M.-L., & Nassaji, H. (2023). The differential effects of focused and comprehensive corrective feedback on accuracy of revision and new writing. Canadian Modern Language Review, 79, 38–58.
- Lira-Gonzales, M.-L., Nassaji, H., & Chao Chao, K. W. (2021). Student engagement with teacher written corrective feedback in a French as a foreign language classroom. Journal of Response to Writing, 7(2), 37-73. https://scholarsarchive.byu.edu/journalrw/vol7/iss2/3
- Lira-Gonzales, M.-L., & Valeo, A. (2023). Written corrective feedback and learner engagement: A case study of a French as a second language program. Journal of Response to Writing, 9(1), 5-46. https://scholarsarchive.byu.edu/journalrw/vol9/iss1/2/
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- Nassaji, H., & Kartchava, E. (Eds.) (2017). Corrective feedback in second language teaching and learning: Research, theory, applications, implications. Routledge.
- Nassaji, H., & Kartchava, E. (2019). Technology-mediated feedback and instruction. International Journal of Applied Linguistics, 170, 151–153.
- Nassaji, H., & Kartchava, E. (Eds.) (2021). The Cambridge handbook of corrective feedback in language learning and teaching. Cambridge University Press.
- Nassaji, H., Bozorgian, H., & Golbabazadeh, E. (2023). Teachers’ stated cognition and its relationship with oral corrective feedback practices in EFL classrooms. System, 113.
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- Shankar Sinha, T., & Nassaji, H. (2021). ESL learners’ perception and its relationship with the efficacy of written corrective feedback. International Journal of Applied Linguistics, 32, 41–56.
- Shi, H., & Aryadoust, V. (2024). A systematic review of AI-based automated written feedback research. ReCALL, 36(2), 187-209. https://doi.org/10.1017/S0958344023000265
- Shintani, N., & Ellis, R. (2013). The comparative effect of direct written corrective feedback and metalinguistic explanation on learners’ explicit and implicit knowledge of the English indefinite article. Journal of Second Language Writing, 22(3), 286–306. https://doi.org/10.1016/j.jslw.2013.03.011
- Ulrich-Verslycken, K., & Kartchava, E. (in press, 2025). It’s not just grammar: A teacher’s introspection on corrective feedback. TESL Canada Journal.
- Zheng, Y., & Yu, S. (2018). Learner engagement with teacher written corrective feedback in EFL writing: A case study of Chinese lower-proficiency learners. Assessing Writing, 37, 13–24. https://doi.org/10.1016/j.asw.2018.03.001
- Suzuki, W., Nassaji, H., & Sato, K. (2019). The effects of feedback explicitness and type of target structure on accuracy in revision and new pieces of writing. System, 81, 135–145.