Exploring and reshaping learners’ beliefs about the usefulness of corrective feedback

MyBook is a cheap paperback edition of the original book and will be sold at uniform, low price.

Buy this article

Price: £15.00+Taxes
Add to favourites

A sociocultural perspective

The full text of this article is not currently available.

Data & Media loading...


Full text loading...


Alanen, R
(2003) A sociocultural approach to young language learners’ belief about language learning. In P. Kalaja & A.M.F. Barcelos (Eds.), Beliefs about SLA: New research approaches (pp.55–85). Amsterdam: Kluwer Academic. doi: 10.1007/978‑1‑4020‑4751‑0_3
(2013) Noticing and mediation: A sociocultural perspective. In J.M. Bergsleithner , S.N. Frota , & J.K. Yoshioka (Eds.), Noticing and second language acquisition: Studies in honor of Richard Schmidt (pp.315–325). Honolulu, HI: University of Hawai‘i, National Foreign Language Resource Center.
Aljaafreh, A. , & Lantolf, J.P
(1994) Negative feedback as regulation and second language learning in the zone of proximal development. The Modern Language Journal, 78(4), 465–483. doi: 10.1111/j.1540‑4781.1994.tb02064.x
Amrhein, H.R. , & Nassaji, H
(2010) Written corrective feedback: What do students and teachers think is right and why?Canadian Journal of Applied Linguistics/Revue canadienne de linguistique appliquee, 13(2), 95–127. Retrieved from
Aro, M
(2009) Speakers and doers: Polyphony and agency in children’s beliefs about language learning (Doctoral dissertation, University of Jyväskylä, Jyväskylä, Finland). Retrieved from
Ashwell, T
(2000) Patterns of teacher response to student writing in a multiple-draft composition classroom: Is content feedback followed by form feedback the best method?Journal of Second Language Writing, 9(3), 227–257. doi: 10.1016/S1060‑3743(00)00027‑8
Bakhtin, M
(1981) The dialogic imagination: Four essays by M. M. Bakhtin. Austin, TX: University of Texas Press.
(1986) Speech genres and other late essays. Austin, TX: University of Texas Press.
Barcelos, A.M.F
(2003) Researching beliefs about SLA: A critical review. In P. Kalaja & A.M.F. Barcelos (Eds.), Beliefs about SLA: New research approaches (pp.7–33). Amsterdam: Kluwer Academic. doi: 10.1007/978‑1‑4020‑4751‑0_1
Barcelos, A.M.F. , & Kalaja, P
(2013) Beliefs in second language acquisition: Teacher. In C.A. Chapelle (Ed.), The encyclopedia of applied linguistics. New York: Blackwell Publishing.
Bråten, I
(1991a) Vygotsky as precursor to metacognitive theory: I. The concept of metacognition and its roots. Scandinavian Journal of Educational Research, 35(3), 179–192. doi: 10.1080/0031383910350302
(1991b) Vygotsky as precursor to metacognitive theory: II. Vygotsky as metacognitivist. Scandinavian Journal of Educational Research, 35(4), 305–320. doi: 10.1080/0031383910350406
Brown, A.V
(2009) Students’ and teachers’ perceptions of effective foreign language teaching: A comparison of ideals. The Modern Language Journal, 93(1), 46–60. doi: 10.1111/j.1540‑4781.2009.00827.x
Cole, M
(1996) Cultural psychology: A once and future discipline. Cambridge, MA: Harvard University Press.
Cornillie, F. , Clarebout, G. , & Desmet, P
(2012) Between learning and playing? Exploring learners’ perceptions of corrective feedback in an immersive game for English pragmatics. ReCALL: The Journal of EUROCALL, 24(03), 257–278. doi: 10.1017/S0958344012000146
Diab, R.L
(2005) Teachers’ and students’ beliefs about responding to ESL writing: A case study. TESL Canada Journal, 23(1), 28–43. Retrieved doi: 10.18806/tesl.v23i1.76
Dufva, H
(2003) Beliefs in dialogue: A Bakhtinian view. In P. Kalaja & A.M.F. Barcelos (Eds.), Beliefs about SLA: New research approaches (pp.131–151). Amsterdam: Kluwer Academic. doi: 10.1007/978‑1‑4020‑4751‑0_6
(2004) The contribution of the Bakhtin Circle to the psychology of language. In M. Nenonen (Ed.), Papers from the 30th Finnish Conference of Linguistics (pp.21–26). Joensuu, Finland: University of Joensuu.
Goldman-Eisler, F
(1961) A comparative study of two hesitation phenomena. Language and Speech, 4(1), 18–26. doi: 10.1177/002383096100400102
Hedgcock, J. , & Lefkowitz, N
(1994) Feedback on feedback: Assessing learner receptivity to teacher response in L2 composing. Journal of Second Language Writing, 39(1), 141–163. doi: 10.1016/1060‑3743(94)90012‑4
Heift, T
(2002) Learner control and error correction in ICALL: Browsers, peekers, and adamants. Calico Journal, 19(2), 295–313. Retrieved
Horwitz, E.K
(1985) Using student beliefs about language learning and teaching in the foreign language methods course. Foreign Language Annals, 18(4), 333–340. doi: 10.1111/j.1944‑9720.1985.tb01811.x
Hyland, F
(2003) Focusing on form: student engagement with teacher feedback. System, 31(2), 217–230. doi: 10.1016/S0346‑251X(03)00021‑6
Kalaja, P. , & Barcelos, A.M.F
(2013) Beliefs in second language acquisition: Learner. In C.A. Chapelle (Ed.), The encyclopedia of applied linguistics. New York: Blackwell Publishing.
Kern, R.G
(1995) Students’ and teachers’ beliefs about language learning. Foreign Language Annals, 28(1), 71–92. doi: 10.1111/j.1944‑9720.1995.tb00770.x
Kozulin, A
(1998) Psychological tools: A sociocultural approach to education. Cambridge, MA: Harvard University Press.
Leki, I
(1991) The preferences of ESL students for error correction in college-level writing classes. Foreign Language Annals, 24(3), 203–218. doi: 10.1111/j.1944‑9720.1991.tb00464.x
Leontjev, D
(2014) The effect of automated adaptive corrective feedback: L2 English questions. APPLES: Journal of applied language studies, 8(2), 43–66. Retrieved
Mercer, S
(2011) Language learner self-concept: Complexity, continuity and change. System, 39(3), 335–346. doi: 10.1016/j.system.2011.07.006
Nation, I.S.P
(2001) Learning vocabulary in another language. Cambridge: Cambridge University Press. doi: 10.1017/CBO9781139524759
Plonsky, L. , & Mills, S.V
(2006) An exploratory study of differing perceptions of error correction between a teacher and students: Bridging the gap. Applied Language Learning, 16(1), 55–74. Retrieved
Poehner, M.E
(2008) Dynamic assessment: A Vygotskian approach to understanding and promoting L2 development. Berlin: Springer.
Poehner, M.E , & Lantolf, J.P
(2013) Bringing the ZPD into the equation: Capturing L2 development during Computerized Dynamic Assessment (C-DA). Language Teaching Research, 17(3), 323–342. doi: 10.1177/1362168813482935
Pujolà, J
(2001) Did CALL feedback feed back? Researching learners’ use of feedback. ReCALL: The Journal of EUROCALL, 13(1), 79–98. doi: 10.1017/S0958344001000817
Põhikooli riiklik õppekava õigusakt: Lisa 1 [Basic School National Curriculum Act: Annex 1]
(2010) Pub. L. No. RT I 2010, 6, 22. Retrieved from
Saito, H
(1994) Teachers’ practices and students’ preferences for feedback on second language writing: A case study of adult ESL learners. TESL Canada Journal, 11(2), 46–69. Retrieved doi: 10.18806/tesl.v11i2.633
Sato, M
(2013) Beliefs about peer interaction and peer corrective feedback: Efficacy of classroom intervention. The Modern Language Journal, 97(3), 611–633. doi: 10.1111/j.1540‑4781.2013.12035.x
Schulz, R.A
(2001) Cultural differences in student and teacher perceptions concerning the role of grammar instruction and corrective feedback: USA-Colombia. The Modern Language Journal, 85(2), 244–258. doi: 10.1111/0026‑7902.00107
Teo, A
(2012) Promoting EFL students’ inferential reading skills through computerized dynamic assessment. Language Learning & Technology, 16(3), 10–20. Retrieved
Thouësny, S
(2011) Dynamically assessing written language: To what extent do learners of French language accept mediation?In S. Thouësny & L. Bradley (Eds.), Second language teaching and learning with technology: Views of emergent researchers (pp.169–188). Dublin:
Vasilyeva, E. , Puuronen, S. , Pechenizkiy, M. , & Rasanen, P
(2007) Feedback adaptation in web-based learning systems. International Journal of Continuing Engineering Education and Life-Long Learning, 17(4-5), 337–357. doi: 10.1504/IJCEELL.2007.015046
Vygotsky, L.S
(1978) Mind in society: The development of higher psychological processes. Cambridge, MA: Harvard University Press.
Wenden, A
(1987) Metacognition: An expanded view of the cognitive abilities of L2 learners. Language Learning, 37(4), 573–597. doi: 10.1111/j.1467‑1770.1987.tb00585.x
Wertsch, J.V
(1991) A sociocultural approach to socially shared cognition. In L.B. Resnick , J.M. Levine , & S.D. Teasley (Eds.), Perspectives on socially shared cognition (pp.85–100). Washington, DC: American Psychological Association. doi: 10.1037/10096‑004
(1998) Mind as action. New York: Oxford University Press.
Yoshida, R
(2010) How do teachers and learners perceive corrective feedback in the Japanese language classroom?The Modern Language Journal, 94(2), 293–314. doi: 10.1111/j.1540‑4781.2010.01022.x
This is a required field
Please enter a valid email address