Anniversary article Interactional feedback in second language teaching and learning: A synthesis and analysis of current research

By Hossein Nassaji. 2016

203 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/c47de17f4e7b60eec33844e6419bc7113928724c

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

1. Mostafa Papi
2. Angel Rios
3. E. Ozdemir
4. H. Pelt
5. K. Karim
6. Hossein Nassaji
7. K. Folse
8. N. Schmitt

In Language and Linguistics

1. Mostafa Papi
2. E. Ozdemir
3. Angel Rios
4. H. Pelt
5. K. Karim
6. Hossein Nassaji
7. Y. Teimouri
8. Somayeh Tahmouresi

In Literature and Literary Theory

1. Mostafa Papi
2. E. Ozdemir
3. Angel Rios
4. H. Pelt
5. K. Karim
6. Hossein Nassaji
7. Y. Teimouri
8. K. Folse

Citations in the corpus

• The revision and transfer effects of direct and indirect comprehensive corrective feedback on ESL students’ writing (2018, background): “While there seems to be a consensus on the beneficial effects of feedback in general, there has been a controversy on what type of feedback is more effective (Nassaji, 2016).”
• Feedback‐Seeking Behavior in Language Learning: Basic Components and Motivational Antecedents (2019, background): “In fact, the two recent state-of-the-art reviews written by leading CF experts (i.e., Lyster et al., 2013; Nassaji, 2016) make almost no mention of any motivational influence on the effectiveness of CF (cf. Bitch-ener, 2017).”