The type and linguistic foci of oral corrective feedback in the L2 classroom: A meta-analysis

By Dan Brown. 2016

180 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/f2ee4cf2f05f047d3b66aea0b76be15de316c08e

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. Masatoshi Sato
2. S. Loewen
3. Hossein Nassaji
4. R. Lyster
5. R. Ellis
6. Younghee Sheen
7. Kazuya Saito
8. Shaofeng Li

In Language and Linguistics

1. Masatoshi Sato
2. S. Loewen
3. Hossein Nassaji
4. R. Lyster
5. R. Ellis
6. Younghee Sheen
7. Kazuya Saito
8. Dan Brown

In Literature and Literary Theory

1. Masatoshi Sato
2. S. Loewen
3. Hossein Nassaji
4. R. Lyster
5. R. Ellis
6. Kazuya Saito
7. Younghee Sheen
8. Xavier Gutiérrez

Citations in the corpus

• The Power of Feedback Revisited: A Meta-Analysis of Educational Feedback Research (2020, unknown): “Miller (2003), Russel and Spada (2006), Truscott (2007), Li (2010), Kang and Han (2015) and Brown (2016) have all similarly noted that the effectiveness of corrective feedback is influenced by additional moderating variables, such as learners’ proficiency, the setting, and the genre of the task (Kang…”
• Interaction and instructed second language acquisition (2018, background): “…Loewen & Erlam 2006; Mackey 2006; Yang & Lyster 2010; Li, Zhu & Ellis 2016; Nakatsukasa 2016), resulting in numerous research syntheses (e.g. Long 2007; Lyster, Saito & Sato 2013; Nassaji 2013; Ellis 2017a) and meta-analyses (e.g. Russell & Spada 2006; Li 2010; Lyster & Saito 2010; Brown 2014).”