PEER INTERACTION AND CORRECTIVE FEEDBACK FOR ACCURACY AND FLUENCY DEVELOPMENT
By Masatoshi Sato, R. Lyster. Studies in Second Language Acquisition, 2012
211 citations recorded by the source corpus.
Subfields: Developmental and Educational Psychology, Language and Linguistics, Literature and Literary Theory
View Paper: https://www.semanticscholar.org/paper/828bc37eca24ca8d12c07d38f82c98d37a9837e8
How researchers see this paper
The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.
In Developmental and Educational Psychology
- Hossein Nassaji
- Masatoshi Sato
- Kazuya Saito
- K. Rajagopalan
- R. Lyster
- S. Loewen
- R. Ellis
- Luke Plonsky
In Language and Linguistics
- K. Rajagopalan
- Hossein Nassaji
- Masatoshi Sato
- Kazuya Saito
- R. Lyster
- S. Loewen
- R. Ellis
- Luke Plonsky
In Literature and Literary Theory
Citations in the corpus
- The Routledge handbook of English language teaching (2018, background): “As for sentence 2, it would be an appropriate response for situations where “ ‘reward’ has a somewhat less recent mention, e.g. ‘The reward – the whole thing – it’s very embarrassing, isn’t it?”
- Oral corrective feedback in second language classrooms (2012, methodology): “Also, it remains unlikely that the impact of training learners to provide CF will be the same across all instructional settings, for the obvious reason that, in order to provide appropriate CF, learners need a threshold level of target language knowledge.”
- Anniversary article Interactional feedback in second language teaching and learning: A synthesis and analysis of current research (2016, background): “Adams (2007), for example, carried out a study among adult ESL learners and found moderate to high rates of learning for all structures included in the posttests (see also Sato & Lyster, 2012).”