A digital tool to optimize the written corrective feedback practices of French as a second language teachers

被引：0

作者：

Hamel, Marie-Josee ^{[1
]}

机构：

[1] Univ Ottawa, Inst Langues Officielles & Bilinguisme, 70 Rue Laurier Est, Ottawa, ON, Canada

来源：

ALSIC-APPRENTISSAGE DES LANGUES ET SYSTEMS D INFORMATION ET DE COMMUNICATION | 2021年 / 24卷 / 02期

关键词：

D O I：

10.4000/alsic.5090

中图分类号：

G40 [教育学];

学科分类号：

040101 ; 120403 ;

摘要：

引用

页数：4

共 50 条

[1] Language teachers' (digital) written corrective feedback practices and digital tool to optimize those
Hamel, Marie-Josee
Bibeau, Louis-David
[J]. ALSIC-APPRENTISSAGE DES LANGUES ET SYSTEMS D INFORMATION ET DE COMMUNICATION, 2021, 24 (02):
[2] Written Corrective Feedback in Second Language Acquisition and Writing
Yeo, Marie
[J]. RELC JOURNAL, 2013, 44 (01) : 121 - 122
[3] Written Corrective Feedback in Second Language Acquisition and Writing
Reichelt, Melinda
[J]. MODERN LANGUAGE JOURNAL, 2013, 97 (01): : 287 - 288
[4] Written Corrective Feedback in Second Language Acquisition and Writing
Mirzaee, Milad
[J]. JOURNAL OF SECOND LANGUAGE WRITING, 2014, 25 : 77 - 78
[5] Written Corrective Feedback in Second language Acquisition and Writing
Kim, Kyung Min
[J]. ENGLISH FOR SPECIFIC PURPOSES, 2012, 31 (04) : 286 - 287
[6] Written Corrective Feedback in Second Language Acquisition and Writing
Busse, Vera
[J]. SYSTEM, 2013, 41 (02) : 493 - 495
[7] The effect of written corrective feedback in second language acquisition
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Saez Carrillo, Katia
[J]. REVISTA SIGNOS, 2017, 50 (94): : 217 - 240
[8] WRITTEN CORRECTIVE FEEDBACK IN SECOND LANGUAGE ACQUISITION AND WRITING
Chang, YiBoon
[J]. STUDIES IN SECOND LANGUAGE ACQUISITION, 2013, 35 (01) : 186 - 188
[9] Written corrective feedback in second language acquisition and writing
Matsumoto, Yumi
[J]. LANGUAGE TEACHING RESEARCH, 2013, 17 (04) : 503 - 506
[10] TECHNOLOGY AS A MEDIATOR OF CHANGE IN TEACHERS' WRITTEN CORRECTIVE FEEDBACK PRACTICES
Kjaergaard, H. W.
[J]. 12TH INTERNATIONAL TECHNOLOGY, EDUCATION AND DEVELOPMENT CONFERENCE (INTED), 2018, : 3317 - 3317

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