Bibliografías temáticas / Types of corrective feedback

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Literatura académica sobre el tema "Types of corrective feedback"

Autor: Grafiati
Publicado: 4 de junio de 2021
Última modificación: 15 de febrero de 2022

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Artículos de revistas sobre el tema "Types of corrective feedback"

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Hartono, Didik. "Corrective Feedbacks and Their Implications on Learners’ Uptakes in Academic Speaking Class." JELE (Journal of English Language and Education) 4, no. 1 (2018): 1. http://dx.doi.org/10.26486/jele.v4i1.440.

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This study attempts to investigate a study on corrective feedbacks and learners’ uptakes in adult EFL classroom. The study was aimed at finding the types of corrective feedbacks were used by the academic speaking lecturer, the types of oral feedbacks were the most effective in the lecturer’s opinion, the types of uptakes followed lecturer’s corrective feedbacks, and the types of oral corrective feedbacks were mostly preferred by the students. The study employed a qualitative research design through a passive-participatory observation of patterns of error treatment in an adult EFL class. The re
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Sa'adah, Lailatus, Joko Nurkamto, and Suparno Suparno. "Oral corrective feedback: Exploring the relationship between teacher’s strategy and students’ willingness to communicate." Studies in English Language and Education 5, no. 2 (2018): 240–52. http://dx.doi.org/10.24815/siele.v5i2.11532.

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This study seeks to investigate the types of oral corrective feedback implemented in class and its effect on students’ willingness to communicate. As many as 35 senior high school students as well as the teacher were involved in the observation stage of this study and shared their perspectives about the relationship between teacher’s feedbacks on the students’ willingness to communicate through interview. The findings show that there are three types of oral corrective feedback given in the class, i.e. explicit correction, metalinguistic, and clarification request feedback. The students insist
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Kasim Al-Azzawi, Mohamed B., and Angela O. Zaya Al-Barwari. "A Study Of Types Of Oral Corrective Feedback Strategies Used By Efl Teachers At Secondary Schools In Duhok City / Kurdistan Region Of Iraq." Academic Journal of Nawroz University 9, no. 3 (2020): 129. http://dx.doi.org/10.25007/ajnu.v9n3a770.

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This study aims to investigate types of oral corrective feedback strategies used by EFL teachers at secondary schools in Duhok city/Kurdistan region of Iraq. It also explores teachers’ attitudes towards the use of oral corrective feedback inside classrooms based on the three variables of gender, years of teaching experience, and the type of school (public or private). For these purposes, a classroom observation checklist was designed based on Panova and Lyster’s (2002) model of study in order to confirm the types of oral corrective feedback strategies used by the teachers, to highlight learner
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Sahyoni, Sahyoni. "CORRECTIVE FEEDBACK AND CLASSROOM INTERACTION AT SMA 1 PAYAKUMBUH SUMATERA BARAT." Ta'dib 21, no. 1 (2018): 9. http://dx.doi.org/10.31958/jt.v21i1.1027.

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The main focus of this research is to investigate corrective feedback made by the English teacher during classroom interaction. The study was qualitative research. The data in this study were the utterances that spoken by teacher and student during the classroom activity. The data were collected through a record where the writer himself recorded the utterances during teaching learning process a ninety-minute in duration. In this study, the teacher is an English teacher who teaches at grade XI SMA Payakumbuh. The data were analyzed by qualitative approach, writer explained corrective feedback t
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Ellis, R. "A typology of written corrective feedback types." ELT Journal 63, no. 2 (2008): 97–107. http://dx.doi.org/10.1093/elt/ccn023.

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Gunady, Fabiola. "Written Corrective Feedback Given to Errors in Sentence Structure: A Case Study." K@ta Kita 6, no. 1 (2018): 64–72. http://dx.doi.org/10.9744/katakita.6.1.64-72.

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This study is done to find out the types of written corrective feedback related to errors in sentence structure given by the teacher of Writing 2 class and the types of sentence structure errors that have written corrective feedback. In this study, I used two theories: a typology of written corrective feedback types proposed by Ellis (2009) and exploring errors in grammar proposed by Ho (2005). This research used qualitative approach. The source of data was 23 students’ original drafts after the midterm exam and the data are teacher’s written corrective feedback found in the students’ original
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Nagode, Gabrijela Petra, Karmen Pižorn, and Mojca Juriševič. "The Role of Written Corrective Feedback in Developing Writing in L2." ELOPE: English Language Overseas Perspectives and Enquiries 11, no. 2 (2014): 89–98. http://dx.doi.org/10.4312/elope.11.2.89-98.

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Feedback plays an important role in developing L2 writing in young learners. The article provides a brief overview of the history of giving feedback and of some contemporary views within this field. Special attention is paid to cognitive perspectives, such as the influence of written corrective feedback on shortterm memory, the influence of focused and unfocused written corrective feedback on error correction, the influence of written corrective feedback on a particular category of error, the influence of direct and indirect written corrective feedback and combinations of various types of writ
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Yahya, M. Ubayu, and Suhartono Suhartono. "THE USE OF WRITTEN CORRECTIVE FEEDBACK TO IMPROVE THE TENTH GRADE STUDENTS’ WRITING SKILL OF DESCRIPTIVE TEXT." ENGLISH EDUCATION: JOURNAL OF ENGLISH TEACHING AND RESEARCH 1, no. 2 (2016): 13. http://dx.doi.org/10.29407/jetar.v1i2.479.

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Writing is a difficult process of how to share or state some ideas or opinions onto paper. Through text, students’ knowledge could be revealed. The wrong usage or application could be considered as the indicator that learning is taking place; however this kind of condition shouldn’t be allowed to happen continuously. The teacher should acknowledge where the students make the most error to give the appropriate technique. The research problems of this research are (1) What are written corrective feedbacks used by the tenth grade teacher in writing of descriptive text? (2) How do the students res
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Langit-Dursin, Richel. "Incidental Corrective Feedback by Classroom Teachers and Uptake by Bilingual Elementary Students in Teacher-Learner Interactions." Indonesian JELT: Indonesian Journal of English Language Teaching 11, no. 1 (2016): 47–67. http://dx.doi.org/10.25170/ijelt.v11i1.1489.

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The study investigated (1) the relationship between corrective feedback types and errors by bilingual elementary students in speaking; (2) corrective feedback type that leads to high uptake; (3) uptake commonly made by bilingual elementary students in response to incidental corrective feedback; and (4) perspectives of elementary classroom teachers and bilingual young learners on the provision, frequency, and timing of corrective feedback. The qualitative and quantitative research involved classroom teachers from grades 1 to 5 and bilingual elementary students. A total of 20 classroom teachers
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Alharbi, Sultan H. "Efficacy of Different Types of Written Corrective Feedback on EFL University Students’ Writing Quality." International Journal of English Linguistics 10, no. 4 (2020): 217. http://dx.doi.org/10.5539/ijel.v10n4p217.

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The present study sought to examine the relative efficacy of three different types of written corrective feedback, as well as feedback compared with no feedback, in the context of responses to student writing quality. This study involved 60 students from the Department of English Language and Translation in the College of Languages and Translation at King Saud University. The students were divided into three groups of 20 students each. There were two experimental groups (Group A and Group B) and one control group (Group C). Groups A and B received direct and indirect written corrective feedbac
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Tesis sobre el tema "Types of corrective feedback"

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Knutsson, Malin, and Sandra Köster. "Oral Corrective Feedback in Swedish Primary Schools." Thesis, Malmö universitet, Fakulteten för lärande och samhälle (LS), 2020. http://urn.kb.se/resolve?urn=urn:nbn:se:mau:diva-28816.

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English as a Foreign Language (EFL) teachers use different strategies to support language acquisition when teaching. This study focuses on one particular strategy: Oral Corrective Feedback (OCF). It is provided to support learners’ oral language skills, and takes numerous potential forms which can either be implemented implicitly and/or explicitly. According to many studies, recast is the type of OCF most commonly used by EFL teachers. Studies demonstrate however, that recast is the least effective approach for EFL learners’ uptake. The aim of this research study is to investigate how Swedish
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Purnawarman, Pupung. "Impacts of Different Types of Teacher Corrective Feedback in Reducing Grammatical Errors on ESL/EFL Students' Writing." Diss., Virginia Tech, 2011. http://hdl.handle.net/10919/30067.

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The study investigated the impacts of different strategies of providing teacher written corrective feedback on first semester ESL/EFL students’ writing accuracy and writing quality. Four feedback strategies (indirect feedback, direct feedback, indirect feedback followed by direct feedback with explicit corrective comments, and no feedback) were employed in this study. One hundred twenty-one EFL freshman university students were randomly assigned into four feedback groups (IF, DF, IDECC, NF). Students in each group produced two narrative essays. Teacher feedback was provided in two segments for
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Annertz, Nils, and Theodor Sjölund. "The Effectiveness of Different Types of Corrective Feedback for Grammar Acquisition: a Swedish Perspective." Thesis, Malmö universitet, Malmö högskola, Institutionen för kultur, språk och medier (KSM), 2021. http://urn.kb.se/resolve?urn=urn:nbn:se:mau:diva-41225.

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Both grammar and corrective feedback (CF) are important for second language acquisition, though they are not mentioned explicitly in the Swedish upper secondary school curriculum. Moreover, it is not clear which type of CF is most effective in grammar acquisition. This paper aims to consolidate, compare and contrast the findings of several articles examining the effect of CF on grammar acquisition. Two databases were used to find articles applicable to answering the research question. After excluding those that did not meet the criteria, nine articles were used in the end. Although the finding
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Abukhadrah, Qutaiba A. "Arab Male Students’ Preferences for Oral Corrective Feedback: A Case Study." Ohio University / OhioLINK, 2012. http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1330997332.

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Eylenen, Sibel. "The Effect Of Three Different Types Of Corrective Feedback On Writing Performances Of English Language Learners." Master's thesis, METU, 2008. http://etd.lib.metu.edu.tr/upload/2/12610224/index.pdf.

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This study aimed at investigating the effects of three different types of error correction feedback on foreign language students. This study is conducted in the Department of Foreign Languages at TOBB ETU in three B level clasess and three different error correction techniques are used to mesaure the effectiveness of each one on general writing success of the students. For this purpose, 68 preparatory school students at TOBB ETU participated the study. The data were collected through quantitative and qualitative data collection instruments. The pre-test and post test results as well as the gr
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McLeod, Kristen. "Instructional effectiveness versus efficiency : a comparison of three types of corrective feedback for oral reading fluency instruction." Connect to resource, 2005. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=osu1172778187.

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Mahdi, Diana, and Noha Saadany. "Oral Feedback in the EFL classroom." Thesis, Malmö högskola, Lärarutbildningen (LUT), 2013. http://urn.kb.se/resolve?urn=urn:nbn:se:mau:diva-34843.

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Lärare använder sig av olika metoder för att hjälpa studenter att utveckla de verktyg de behöver för att lära sig engelska, eller något annat ämne. En metod här är muntlig feedback, som används för att uppmuntra elever eller korrigera dem när de utför språkliga fel. Vårt mål med detta examensarbete är därför att undersöka vilka typer av muntlig feedback som kan hittas i ett klassrum där man lär sig engelska som främmande språk och vilka attityder som både lärare och studenter kan ha gentemot muntlig feedback. Tre typer av undersökningsmetoder har använts: observationer, intervjuer och enkäter.
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Gorenc, Zoran Annmarie. "CALLing all learners : an explanatory integrative research study of EFL learner-learner corrective feedback patterns within on-line synchronous environments." [Tampa, Fla] : University of South Florida, 2006. http://purl.fcla.edu/usf/dc/et/SFE0001772.

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Shelley, Angela. "Dynamic Written Corrective Feedback: Achieving Manageability." BYU ScholarsArchive, 2014. https://scholarsarchive.byu.edu/etd/4109.

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This thesis provides reflections on a practice of corrective feedback known as dynamic Written Corrective Feedback (dynamic WCF). First addressing 20 years of concerns regarding the highly-debated topic of feedback in second language (L2) writing and then outlining dynamic WCF as a pedagogical practice founded on four principles, the thesis finally introduces a recently developed handbook for instructors. This handbook presents the four foundational principles of dynamic WCF (timeliness, manageability, meaningfulness, and constancy) to first-time instructors and supports the implementation of
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Mollestam, Emma, and Lixia Hu. "Corrective feedback on L2 students’ writing." Thesis, Malmö högskola, Fakulteten för lärande och samhälle (LS), 2016. http://urn.kb.se/resolve?urn=urn:nbn:se:mau:diva-33511.

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Corrective feedback (CF) is regarded as a controversial topic when it comes to writing in the L2 classroom. Some researchers have found it to be both meaningless and harmful, while others have researched the effects of different types of CF and found it to be good for language development in several ways. This made us interested in conducting a study focusing on what attitudes grade 3-5 (age 9-11) teachers have concerning CF, and if they themselves use it for their L2 students’ writing. The study was conducted through five semi-structured interviews with teachers working in Lund, Sweden. The a
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Libros sobre el tema "Types of corrective feedback"

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Bitchener, John. Written corrective feedback for L2 development. Multilingual Matters, 2016.

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Sheen, Younghee. Corrective Feedback, Individual Differences and Second Language Learning. Springer Netherlands, 2011. http://dx.doi.org/10.1007/978-94-007-0548-7.

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Moser, Alia. Written Corrective Feedback: The Role of Learner Engagement. Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-63994-5.

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Rezaei, Saeed. Corrective feedback in task-based grammar instruction: A case of recast vs.metalinguistic feedback. LAP Lambert, 2011.

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Dana, Ferris, ed. Written corrective feedback in second language acquisition and writing. Routledge, 2011.

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Zhang, Shuqiang. The differential effects of source of corrective feedback on ESL writing proficiency. Department of English as a Second Language, University o f Hawaii at Manoa, 1985.

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Emelyanov, Stanislav V. Control of Complex and Uncertain Systems: New Types of Feedback. Springer London, 2000.

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McCabe, Melissa. The effect of delayed auditory feedback on different types of passages and words at various delay times. Laurentian University, 2006.

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Klein, Eileen Marie. EFFECTS OF TYPE AND MODE OF CORRECTIVE FEEDBACK ON STUDENT PERFORMANCE. 1989.

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Input Interaction Corrective Feedback in L2 Learning. Oxford University Press, 2012.

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Capítulos de libros sobre el tema "Types of corrective feedback"

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Tedick, Diane J., and Roy Lyster. "Corrective feedback." In Scaffolding Language Development in Immersion and Dual Language Classrooms. Routledge, 2019. http://dx.doi.org/10.4324/9780429428319-10.

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Nguyen, Huong Thi. "Oral corrective feedback." In Research Ethics in Second Language Education. Routledge, 2020. http://dx.doi.org/10.4324/9781003124733-3.

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Sheen, Younghee. "Oral Corrective Feedback Research." In Corrective Feedback, Individual Differences and Second Language Learning. Springer Netherlands, 2011. http://dx.doi.org/10.1007/978-94-007-0548-7_4.

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Sheen, Younghee. "Written Corrective Feedback Research." In Corrective Feedback, Individual Differences and Second Language Learning. Springer Netherlands, 2011. http://dx.doi.org/10.1007/978-94-007-0548-7_5.

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Sotillo, Susana M. "18. Quality and type of corrective feedback, noticing, and learner uptake in synchronous computer-mediated text-based and voice chats." In Cognitive Processing in Second Language Acquisition. John Benjamins Publishing Company, 2010. http://dx.doi.org/10.1075/celcr.13.23sot.

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Stamatis, D. H. "Corrective and preventive action feedback." In Advanced Product Quality Planning. CRC Press, 2018. http://dx.doi.org/10.1201/9780429401077-5.

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Sheen, Younghee. "Theoretical Perspectives on Corrective Feedback." In Corrective Feedback, Individual Differences and Second Language Learning. Springer Netherlands, 2011. http://dx.doi.org/10.1007/978-94-007-0548-7_2.

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Sheen, Younghee. "Pedagogical Perspectives on Corrective Feedback." In Corrective Feedback, Individual Differences and Second Language Learning. Springer Netherlands, 2011. http://dx.doi.org/10.1007/978-94-007-0548-7_3.

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Sheen, Younghee. "Individual Differences and Corrective Feedback." In Corrective Feedback, Individual Differences and Second Language Learning. Springer Netherlands, 2011. http://dx.doi.org/10.1007/978-94-007-0548-7_7.

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Mackey, Alison, Hae In Park, and Kaitlyn M. Tagarelli. "Errors, corrective feedback and repair." In The Routledge Handbook of English Language Teaching. Routledge, 2016. http://dx.doi.org/10.4324/9781315676203-42.

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Actas de conferencias sobre el tema "Types of corrective feedback"

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Nekuruhmotlagh, Leily. "Most Common Type of Corrective Feedback in Iranian Classrooms." In International Conference on Applied Research in Education. Global, 2019. http://dx.doi.org/10.33422/areconf.2019.07.347.

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Jensen, Ole Kjeldal, and Saeema Ahmed. "Acceptance and Divergence From Engineering Design Procedures Implicating Knowledge Flow." In ASME 2009 International Design Engineering Technical Conferences and Computers and Information in Engineering Conference. ASMEDC, 2009. http://dx.doi.org/10.1115/detc2009-86985.

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When developing procedures such as tools, methods and frameworks to support the development of new products, one of the challenges is ensuring their successful implementation. This paper describes a study of the development and use of such design-procedures with primary focus on the new product development process-model, its supporting methods and handling of knowledge. Semi-structured interviews with 20 participants have been carried out to understand the use of procedures. All the interviews were conducted in a company, which develops large complex equipment for oil rigs. The findings sugges
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Myhre, Doug, Timothy Aadland, Michael Cornwell, and Jerry Goeke. "Integrating Optical Sensors in Fuel Injectors for Combustion Control." In ASME Turbo Expo 2008: Power for Land, Sea, and Air. ASMEDC, 2008. http://dx.doi.org/10.1115/gt2008-51418.

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As the industry pushes the envelope to run turbine engines as lean as possible, combustion can become very unstable, risking engine damage, or combustion extinction. The challenge is to find solutions that will allow engines to run leaner while eliminating these risks. Active Combustion Control Systems (ACCS) are becoming a viable way to control unwanted instabilities in turbine engines. Many areas of investigation are under way by several companies and institutions to develop ACCS. One of these systems utilizes sensors to detect abnormalities in the engine operation and provides a means of fe
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Bu, Yaohua, Weijun Li, Tianyi Ma, et al. "Visual-speech Synthesis of Exaggerated Corrective Feedback." In MM '20: The 28th ACM International Conference on Multimedia. ACM, 2020. http://dx.doi.org/10.1145/3394171.3414444.

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Suerni, Seyu Fani, Asnawi, and Wariyati. "EFL Learners Perception of Written Corrective Feedback." In The 5th Annual International Seminar on Transformative Education and Educational Leadership (AISTEEL 2020). Atlantis Press, 2020. http://dx.doi.org/10.2991/assehr.k.201124.012.

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Larsson, Staffan, and Robin Cooper. "Towards a formal view of corrective feedback." In the EACL 2009 Workshop. Association for Computational Linguistics, 2009. http://dx.doi.org/10.3115/1572461.1572464.

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Kjaergaard, Hanne Wacher. "STUDENT VIEWS OF TECHNOLOGY-MEDIATED WRITTEN CORRECTIVE FEEDBACK." In International Conference on Education and New Learning Technologies. IATED, 2017. http://dx.doi.org/10.21125/edulearn.2017.0753.

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Kholida, Baiq Ayu Ida, Nawawi Nawawi, and Muhammad Amin. "Teachers’ Online Corrective Feedback, Character, and Narrative Text." In 1st Annual Conference on Education and Social Sciences (ACCESS 2019). Atlantis Press, 2020. http://dx.doi.org/10.2991/assehr.k.200827.053.

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Ünaldi, Ihsan. "INCONSISTENCIES AMONG EFL TEACHERS IN WRITTEN CORRECTIVE FEEDBACK." In International Technology, Education and Development Conference. IATED, 2016. http://dx.doi.org/10.21125/inted.2016.0129.

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Ramadhani, Siffa Annisa Fitri. "Investigating Corrective Feedback in Speaking Practice: Students’ Preferences." In 3rd International Conference on Language, Literature, Culture, and Education (ICOLLITE 2019). Atlantis Press, 2020. http://dx.doi.org/10.2991/assehr.k.200325.079.

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Informes sobre el tema "Types of corrective feedback"

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Syvash, Kateryna. AUDIENCE FEEDBACK AS AN ELEMENT OF PARASOCIAL COMMUNICATION WITH SCREEN MEDIA-PERSONS. Ivan Franko National University of Lviv, 2021. http://dx.doi.org/10.30970/vjo.2021.49.11062.

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Parasocial communication is defined as an illusory and one-sided interaction between the viewer and the media person, which is analogous to interpersonal communication. Among the classic media, television has the greatest potential for such interaction through a combination of audio and visual series and a wide range of television content – from newscasts to talent shows. Viewers’ reaction to this product can be seen as a defining element of parasociality and directly affect the popularity of a media person and the ratings of the TV channel. In this article we will consider feedback as part of
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Rusk, Todd, Ryan Siegel, Linda Larsen, Tim Lindsey, and Brian Deal. Technical and Financial Feasibility Study for Installation of Solar Panels at IDOT-owned Facilities. Illinois Center for Transportation, 2021. http://dx.doi.org/10.36501/0197-9191/21-024.

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The Smart Energy Design Assistance Center assessed the administrative, technical, and economic aspects of feasibility related to the procurement and installation of photovoltaic solar systems on IDOT-owned buildings and lands. To address administrative feasibility, we explored three main ways in which IDOT could procure solar projects: power purchase agreement (PPA), direct purchase, and land lease development. Of the three methods, PPA and direct purchase are most applicable for IDOT. While solar development is not free of obstacles for IDOT, it is administratively feasible, and regulatory hu
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Quail, Stephanie, and Sarah Coysh. Inside Out: A Curriculum for Making Grant Outputs into OER. York University Libraries, 2020. http://dx.doi.org/10.25071/10315/38016.

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Catalyzed by the passing of the York University Open Access Policy last year, a recognition has been growing at York University, like most other institutions, about the value of Open Educational Resources (OER) and more broadly, open education. This heightened awareness led to the formation of a campus-wide Open Education Working Group in January 2020. The group advocated that faculty members who receive internal funding for teaching innovation projects through York’s Academic Innovation Fund (AIF) should include a Creative Commons license on their grant outputs to facilitate the re-use, and p
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