The use of blogs as international feedback in the efl clasroom: a way to focus on form through conscious reflection

By Marta Benítez Fernández-Espartero. 2011

472 citations recorded by the source corpus.

View Paper: https://www.semanticscholar.org/paper/cadca8e6c66497efd7ca70abf31de53515076019

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Citations in the corpus

Collaborative Writing in L2 Classrooms (2013, unknown): “An LRE (Swain, 1998) is the language used to deliberate about the language to be used to complete a task.”
The effect of collaborative writing in an EFL secondary setting (2019, methodology): “Finally, the outcomes of the LREs that had been generated were considered and tallied as correctly resolved, incorrectly resolved or unresolved (Leeser, 2004; Swain, 1998).”
Vocabulary learning in collaborative tasks: A comparison of pair and small group work (2014, methodology): “In open-ended tasks, like the one used here, learners ‘talk about what they need to talk about’ (Swain, 1998, p. 73).”
Raising language awareness in peer interaction: a cross-context, cross-methodology examination (2012, background): “…a sociocultural perspective, language awareness has frequently been operationalised through the use of language-related episodes (LREs), which are defined, in part, as discourse in which learners implicitly or explicitly question their own or others’ language use (Swain, 1998; Williams, 1999).”
Interactional Feedback and the Impact of Attitude and Motivation on Noticing L2 Form (2011, background): “Later on other scholars (e.g., Pica, 1994; Swain 1995, 1998, 2005; Mackey, 1998; Lightbown & Spada, 1990) conducted studies confirming the positive role of interaction in comprehensibility and in turn in L2 acquisition.”
Position paper: Moving task-based language teaching forward (2017, background): “Swain’s research (e.g. Swain 1998) also provides convincing evidence that language-related episodes arise as learners perform tasks and that learning results especially if the problems that these episodes address are resolved successfully.”
Collaborative and individual output tasks and their effects on learning English phrasal verbs (2010, background): “…pair work are consistent with the results of some previous studies that have shown that engagement in joint activities may improve task performance in terms of the accurate production of the target forms (Kowal & Swain 1994, 1997; Nabei, 1996; Swain 1998; Lapkin & Swain 2000; Lapkin et al., 2002).”
Learner-generated content and engagement in second language task performance (2017, background): “’ Swain (2013) emphasizes the inseparability between emotion and cognition, recognizing the affective dimension as making learning opportunities such as this more salient and memorable (see also Philp & Duchesne, 2008).”
Re-examining the role of explicit instruction and input flood on the acquisition of Spanish discourse markers (2011, result): “The results found here, however, suggest that the communicative practice provided to both experimental groups was an important factor in allowing them to further attend to the discourse markers (Swain, 1985, 1995, 1998, 2000, 2005).”
The Potential Role(s) of Writing in Second Language Development. (2012, background): “…reasons, it has been claimed that production processes require greater attention to form-meaning connections in the input than comprehension processes, as well as real-time syntactic encoding of those connections in output (R. Ellis, 2003; Erlam, Loewen, & Philp, 2009; Swain, 1998; Toth, 2006).”
Using pretask modelling to encourage collaborative learning opportunities (2011, methodology): “One study that directly tested whether pretask modelling influenced the occurrence of learning opportunities during collaborative tasks was also carried out in the French immersion context (LaPierre, 1994, as cited in Swain, 1998).”