The relationship between adult EFL teachers' oral feedback practices and their beliefs

By Hanne Roothooft. 2014

104 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/eda1ad8fa514e197295b6300f34b020b0acd168d

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. Muhammad Rahimi
2. Lawrence Jun Zhang
3. Lin Sophie Teng
4. Aijiao Wu
5. (Mark) Feng Teng
6. Christine Goh
7. Hossein Tavakoli
8. Donglan Zhang

In Language and Linguistics

1. Muhammad Rahimi
2. Lawrence Jun Zhang
3. Lin Sophie Teng
4. R. Erlam
5. Aijiao Wu
6. Christine Goh
7. (Mark) Feng Teng
8. Hossein Tavakoli

In Literature and Literary Theory

1. Muhammad Rahimi
2. Lawrence Jun Zhang
3. R. Erlam
4. Aijiao Wu
5. Christine Goh
6. Hossein Tavakoli
7. Donglan Zhang

Citations in the corpus

• Exploring non-native English-speaking teachers' cognitions about corrective feedback in teaching English oral communication (2015, background): “However, a few studies have explored teachers' cognitions about CF and how such cognitions are (trans) formed (e.g., Junqueira & Kim, 2013; Kamiya, 2014; Roothooft, 2014).”