{"title":"任务重复和纠正反馈对第二语言写作发展的影响","authors":"Jeungeun (Claudia) Kim, Shaofeng Li","doi":"10.1080/09571736.2024.2390555","DOIUrl":null,"url":null,"abstract":"This study examines the joint effects of task repetition and corrective feedback on EFL learners’ writing accuracy. Two types of task repetition were investigated: identical repetition where learne...","PeriodicalId":46554,"journal":{"name":"Language Learning Journal","volume":"53 1","pages":""},"PeriodicalIF":2.2000,"publicationDate":"2024-08-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"0","resultStr":"{\"title\":\"The effects of task repetition and corrective feedback on L2 writing development\",\"authors\":\"Jeungeun (Claudia) Kim, Shaofeng Li\",\"doi\":\"10.1080/09571736.2024.2390555\",\"DOIUrl\":null,\"url\":null,\"abstract\":\"This study examines the joint effects of task repetition and corrective feedback on EFL learners’ writing accuracy. Two types of task repetition were investigated: identical repetition where learne...\",\"PeriodicalId\":46554,\"journal\":{\"name\":\"Language Learning Journal\",\"volume\":\"53 1\",\"pages\":\"\"},\"PeriodicalIF\":2.2000,\"publicationDate\":\"2024-08-27\",\"publicationTypes\":\"Journal Article\",\"fieldsOfStudy\":null,\"isOpenAccess\":false,\"openAccessPdf\":\"\",\"citationCount\":\"0\",\"resultStr\":null,\"platform\":\"Semanticscholar\",\"paperid\":null,\"PeriodicalName\":\"Language Learning Journal\",\"FirstCategoryId\":\"1085\",\"ListUrlMain\":\"https://doi.org/10.1080/09571736.2024.2390555\",\"RegionNum\":0,\"RegionCategory\":null,\"ArticlePicture\":[],\"TitleCN\":null,\"AbstractTextCN\":null,\"PMCID\":null,\"EPubDate\":\"\",\"PubModel\":\"\",\"JCR\":\"Q1\",\"JCRName\":\"EDUCATION & EDUCATIONAL RESEARCH\",\"Score\":null,\"Total\":0}","platform":"Semanticscholar","paperid":null,"PeriodicalName":"Language Learning Journal","FirstCategoryId":"1085","ListUrlMain":"https://doi.org/10.1080/09571736.2024.2390555","RegionNum":0,"RegionCategory":null,"ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q1","JCRName":"EDUCATION & EDUCATIONAL RESEARCH","Score":null,"Total":0}
The effects of task repetition and corrective feedback on L2 writing development
This study examines the joint effects of task repetition and corrective feedback on EFL learners’ writing accuracy. Two types of task repetition were investigated: identical repetition where learne...
期刊介绍：
The Language Learning Journal (LLJ) provides a forum for scholarly contributions on current aspects of foreign language and teaching. LLJ is an international, peer-reviewed journal that is intended for an international readership, including foreign language teachers, language teacher educators, researchers and policy makers. Contributions, in English, tend to assume a certain range of target languages. These are usually, but not exclusively, the languages of mainland Europe and ‘Community Languages’; other languages, including English as a foreign language, may also be appropriate, where the discussion is sufficiently generalisable. The following are key areas of interest: -Relationships between policy, theory and practice- Pedagogical practices in classrooms and less formal settings Foreign language learning/teaching in all phases, from early learners to higher and adult education- Policy and practice in the UK and other countries- Classroom practice in all its aspects- Classroom-based research- Methodological questions in teaching and research- Multilingualism and multiculturalism- New technologies and foreign languages
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