Differential Effects of Non-linguistic Feedback Types on Complexity, Accuracy and Fluency of EFL Learners’ Speaking Performance in Online Education

Afzalimir, S. A., & Safa, M. A. (2021). The comparative effects of cooperative and competitive learning on speaking ability and self-confidence of EFL learners. Journal of English Language Teaching and Learning, 13(27), 1-33.

Amiryousefi, M., & Geld, R. (2019). The role of redressing teachers’ instructional feedback interventions in EFL learners’ motivation and achievement in distance education. Innovation in Language Learning and Teaching, 15(1), 13–25.  https://doi.org/10.1080/17501229.2019.1654482

Bygate, M. (2001). Effects of task repetition on the structure and control of oral language. In M. Bygate, P. Skehan, & M. Swain (Eds.), Researching pedagogic tasks: Second language learning, teaching and testing (pp. 23–48). Longman.

Chan, J. C. Y., & Lam, S. F. (2010). Effects of different evaluative feedback on students’ self-efficacy in learning. Instructional Science, 38(1), 37-58. http://dx.doi.org/10.1007/s11251-008-9077-2

Chen, J., Lin, J., & Jiang, L. (2016). Corrective feedback in SLA: Theoretical relevance and empirical research. English Language Teaching, 9 (11), 85-94.

Cohen, J. (1960). A coefficient of agreement for nominal scales. Educational and Psychological Measurement, 20(1), 37–46.

Crowe, E., & Higgins, E.T. (1997). Regulatory focus and strategic inclinations: Promotion and prevention in decision-making. Organizational Behavior and Human Decision Processes, 69, 117–132.

Ellis, R. (2017). Oral corrective feedback in L2 classrooms. In H. Nassaji & E. Kartchava (Eds.), Corrective feedback in second language teaching and learning: Research, theory, applications, implications (pp. 3–18). Routledge

Ellis, R. & Barkhuizen, G. (2005). Analyzing learner language. Oxford University Press.

Foster, P., Tonkyn, A., & Wigglesworth, G. (2000). Measuring spoken language: A unit for all reasons. Applied Linguistics, 21, 354–75.

Gholami, L. (2024). Oral corrective feedback and learner uptake in L2 classrooms: Non-formulaic vs. formulaic errors. Language Teaching Research, 28(3), 860-893.  https://doi.org/10.1177/13621688211021560

Ha, X. V., Murray, J. C., & Riazi, A. M. (2021). High school EFL students’ beliefs about oral corrective feedback: The role of gender, motivation and extraversion. Studies in Second Language Learning and Teaching, 11(2), 235–264. https://doi.org/10.14746/ssllt.2021.11.2.4

Han, Y., & McDonough, K. (2018). Korean L2 speakers’ regulatory focus and oral performance. IRAL, 56(2), 181-203. http://dx.doi.org/10.1515/iral-2015-0116

Hattie, J., & Jaeger, R. (1998). Assessment and classroom learning: A deductive approach. Assessment in Education, 5, 111–122.

Hattie, J., & Timperley, H. (2007). The power of feedback. Review of Educational Research, 77, 81–112.

Higgins, E. T. (1998). Promotion and prevention: Regulatory focus as a motivational principle. In M. P. Zanna (Eds.), Advances in experimental social psychology (pp.1-46). Academic Press.

Higgins, E. T. (2005). Value from regulatory fit. Current Directions in Psychological Science, 14(4), 209–213.

Hughes, G. (2011). Aiming for personal best: a case for introducing Ipsative assessment in higher education. Studies in Higher Education, 36(3), 353-367. https://doi.org/10.1080/03075079.2010.486859

Lee, M. (2014). Achievement goals, emotions, and foreign language performance in German and Korean students (Unpublished doctoral dissertation). University of Munich.

Liu, Z., Wen, J. H., Liu, Y., & Chuan-Peng, H. (2023). The effectiveness of self: A meta‐analysis of using self‐referential encoding techniques in education. British Journal of Educational Psychology, 94(1), 112-137. https://doi.org/10.1111/bjep.12636

Loderer, K., Pekrun, R., & Lester, J. (2020). Beyond cold technology: A systematic review and meta-analysis on emotions in technology-based learning environments. Learning and Instruction, 70(101162), 1-15. https://doi.org/10.1016/j.learninstruc.2018.08.002

Lynch, T. (2009). Responding to learners’ perceptions of feedback: the use of comparators in second language speaking courses. Innovation in Language Learning and Teaching, 3(2), 191–203.  https://doi.org/10.1080/17501220802379109

Mehri, M., Amirian, Z., & Rezazadeh, M. (2023). The Effect of Regulatory Focus and Reference of Comparison Feedback on EFL Learners’ Achievement Emotions and Achievement Goals. Journal of English Language Teaching and Learning, 15(32), 161-177.  https://doi.org/10.22034/elt.2021.48394.2452

Muir, C., & Dörnyei, Z. (2013). Directed motivational currents: Using vision to create effective motivational pathways. Studies in Second Language Learning and Teaching, 3(3), 357–375.

Nasaji, H. (2020). Assessing the effectiveness of interactional feedback for L2 acquisition: Issues and challenges. Language Teaching, 53(1), 3-28.

Negru, O. (2009). Impact of achievement goals, normative feedback and task requirements on performance. Cognition, Brain, Behavior. An Interdisciplinary Journal. 13(1), 11-30.

Nicol, D. (2019). Reconceptualizing feedback as an internal not an external process. Italian Journal of Educational Research, 71–83.  https://ojs.pensamultimedia.it/index.php/sird/article/view/3270

Nicol, D. (2020). The power of internal feedback: exploiting natural comparison processes. Assessment & Evaluation in Higher Education, 46(5), 756–778. https://doi.org/10.1080/02602938.2020.1823314

Oloyede, E. O., Adebowale, O. F., & Ojo. A. A. (2012). The effects of competitive, cooperative, and individualistic classroom interaction models on learning outcomes in mathematics in Nigerian senior secondary schools. ISRN Education, 1-8.

Papi, M. (2018). Motivation as quality: regulatory fit effects on incidental vocabulary learning. Studies in Second Language Acquisition, 40(40), 707-730. doi:10.1017/S027226311700033X

Papi, M. (2016). Motivation and learning interface: How regulatory fit affects incidental vocabulary learning and task experience (Unpublished dissertation). Michigan State University.

Paterson, R. (2021). Prompting metacognitive reflection to facilitate speaking improvements in learners of English as a foreign language. English Teaching & Learning, 46, 157-177. https://doi.org/10.1007/s42321-021-00086-2

Pekrun, R., Cusack, A., Murayama, K., Elliot, A. J., & Thomas, K. (2014). The power of anticipated feedback: Effects on students’ achievement goals and achievement emotions. Learning and Instruction, 29, 115-124. http://dx.doi.org/10.1016/j.learninstruc.2013.09.002

Pekrun, R., Lichtenfeld, S., Marsh, H. W., Murayama, K., & Goetz, T. (2017). Achievement emotions and academic performance: longitudinal models of reciprocal effects. Child Development, 88(5), 1653-1670. http://dx.doi.org/10.1111/cdev.12704

Pawlak, M., Kruk, M., & Zawodniak, J. (2020). Investigating individual trajectories in experiencing boredom in the language classroom: The case of 11 Polish students of English. Language Teaching Research, 26, 598-616. https://doi.org/10.1177/1362168820914004

Pitura, J. (2022). Developing L2 speaking skills in English-medium EFL higher education. Innovation in Language Learning and Teaching, 16(2), 118-143. http://dx.doi.org/10.1080/17501229.2021.1884688

Popham, W. J. (2001). Teaching to the test? Educational Leadership, 58(6), 16-20.

Redifer. J. L., Christine Bae, L., & Zhao, Q. (2021). Self-efficacy and performance feedback: Impacts on cognitive load during creative thinking. Learning and Instruction, 71, 1-11.

Sato, M., & Lyster, R. (2012). Peer interaction and corrective feedback for accuracy and fluency development: monitoring, practice and proceduralization. Studies in Second Language Acquisition, 34, 591–626.

Schmidt, R. (2001). Attention. In P. Robinson (Eds.), Cognition and second language instruction (pp. 3–32). Cambridge University Press.

Scholer, A. A., Zou, X., Fujita, K., Stroessner, S. J., & Higgins, E. T. (2010). When risk seeking becomes a motivational necessity. Journal of Personality and Social Psychology, 99(2), 215–231. https://doi.org/10.1037/a0019715

Skehan, P. (1996). A framework for the implementation of task-based instruction. Applied Linguistics, 17(1), 38–62

Skehan, P., & Foster. P. (1999).  The influence of task structure e and processing conditions on narrative retellings. Language Learning, 49(1), 93–120.

Tesser, A., Millar, M., & Moore, J. (1988). Some affective consequences of social comparison and reflection processes: The pain and pleasure of being close. Journal of Personality and Social Psychology, 54(1), 49–61. https://doi.org/10.1037//0022- 3514.54.1.49.

Yuan, F., & Ellis, R. (2003). The effect of pre-task planning and online planning on fluency, complexity, and accuracy in L2 oral production. Applied Linguistics, 24(1), 1–27. https://doi.org/10.1093/applin/24.1.1

Yorke, M. (2003). Formative assessment in higher education: Moves towards theory and the enhancement of pedagogic practice. Higher Education, 45, 477–501. https://doi.org/10.1023/A:1023967026413

Wallace, M., Gan, Z., & Kartchava, E. (2020). Noticing oral corrective feedback in the second language classroom: Background and evidence. Applied Linguistics,43(1), 1-5. https://doi.org/10.1093/applin)/amaa013

Wendel, J. (1997). Planning and second language narrative production (Unpublished doctoral dissertation). Temple University.

Wistner, B., Sakai, H., & Abe, M. (2009). An analysis of the Oxford Placement Test and the Michigan English Placement Test as L2 proficiency tests. Bulletin of the Faculty of Letters, 58, 33-44.

White, C. J. (2018). The emotional turn in applied linguistics and TESOL: significance, challenges and prospects. In M. Agudo (Eds.), Emotions in second language teaching: Theory, research, and teacher education (pp. 9-34). Springer.

Zarrinabadi, N., & Saberi Dehkordi, E. (2024). The effects of reference of comparison (self-referential vs. normative) and regulatory focus (promotion vs. prevention) feedback on EFL learners’ willingness to communicate. Language Teaching Research, 28(2), 556-576. https://doi.org/10.1177/13621688211013618

Zarrinabadi, N., Lou, N. M., & Darvishnezhad, Z. (2021). To praise or not to praise? Examining the effects of ability vs. effort praise on speaking anxiety and willingness to communicate in EFL classrooms. Innovation in Language Learning and Teaching, 17(1), 88–101. https://doi.org/10.1080/17501229.2021.1938079

Zhao, Y., & Ellis, R. (2022). The relative effects of implicit and explicit corrective feedback on the acquisition of 3rd person -s by Chinese university students: A classroom-based study. Language Teaching Research, 26(3), 361-381. https://doi.org/10.1177/1362168820903343