Vol 8 No 4 (2022): Journal of Language and Education | Journal of Language and Education

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DOI: https://doi.org/10.17323/jle.2022.v8.i4

Published: 2022-12-26

Full Issue

Volume 8 Issue 4

Editorial

A Research Synthesis of Unfocused Feedback Studies in the L2 Writing Classroom: Implications for Future Research

Barry Lee Reynolds, Chian-Wen Kao

5-13
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Writing Feedback from a Research Perspective

Lilia Raitskaya, Elena Tikhonova

14-21
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Research Papers

Learning Outcomes Generated through the Collaborative Processing of Expert Peer Feedback

Nicholas Carr, Paul Wicking

22-35
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The Effect of Coded Focused and Unfocused Corrective Feedback on ESL Student Writing Accuracy

Chunrao Deng, Xiang Wang, Shuyang Lin, Wenhui Xuan, Qin Xie

36-57
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Towards Understanding Teacher Mentoring, Learner WCF Beliefs, and Learner Revision Practices Through Peer Review Feedback: A Sociocultural Perspective

Yang Gao, Xiaochen Wang

58-72
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Writing Task Complexity, Task Condition and the Efficacy of Feedback

Esmaeil Ghaderi, Afsar Rouhi, Amir Reza Nemat Tabrizi, Manoochehr Jafarigohar, Fatemeh Hemmati

73-87
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The Effectiveness of Direct and Metalinguistic Written Corrective Feedback to Deal With Errors in the Use of Information-Structuring Connectors

Steffanie Kloss, Angie Quintanilla

88-101
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Accuracy Gains from Unfocused Feedback: Dynamic Written Corrective Feedback as Meaningful Pedagogy

Kendon Kurzer

102-116
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Moroccan EFL Public University Instructors’ Perceptions and Self-Reported Practices of Written Feedback

Abderrahim Mamad, Tibor Vígh

117-136
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Unfocused Written Corrective Feedback and L2 Learners’ Writing Accuracy: Relationship Between Feedback Type and Learner Belief

Syed Muhammad Mujtaba, Manjet Kaur Mehar Singh, Tiefu Zhang, Nisar Ahmed, Rakesh Parkash

137-152
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Effect of Implicit Written Corrective Feedback on the Writing Skills of ESL Learners

Frankie Subon, Nurul Amira Ali

153-168
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Experienced and Novice L2 Raters’ Cognitive Processes while Rating Integrated and Independent Writing Tasks

Kobra Tavassoli, Leila Bashiri, Natasha Pourdana

169-181
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EFL University Students’ Self-Regulated Writing Strategies: The Role of Individual Differences

Atik Umamah, Niamika El Khoiri, Utami Widiati, Anik Nunuk Wulyani

182-193
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Opinion Papers

Unfocused Written Corrective Feedback for Academic Discourse: The Sociomaterial Potential for Writing Development and Socialization in Higher Education

Daron Benjamin Loo

194-199
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Book Reviews

Reconciling Translingualism and Second Language Writing: Book Review

Chunhong Liu, Taiji Huang

200-203
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Innovative Approaches in Teaching English Writing to Chinese Speakers: Book Review

Xiaowen (Serina) Xie

204-207
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