@incollection{,
	
					
					
					17A1A6AB369826736404FD6790C9F37B
				,
	author={{AlbertPilot} and {ElhamAkbari} and {Robert JanSimons} and {Utrecht University}},
	journal={{Global Journal of Human Social Sciences}},
	journal={{GJHSS}}2249-460X0975-587X10.34257/GJHSS,
	address={Cambridge, United States},
	publisher={Global Journals Organisation}1723144
}

@book{b0,
	
	
		,
	title={{}}
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	author={{
			EAkbari
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			APilot
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			PR JSimons
		}}
		
		
		
			,
	year={2015}
		
	

}

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		,
	title={{Autonomy, competence, and relatedness in foreign language learning through Facebook}}
	
	
		,
	journal={{Computers in Human Behaviour}}
		
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}

@incollection{b2,
	
	
		,
	title={{The Cultura project}}
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	author={{
			BBauer
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			LDebenedette
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			GFurstenberg
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			SLevet
		} and {
			SWaryn
		}}
		
		
		
		
	
	
		,
	booktitle={{Internet-mediated intercultural foreign language education}}
				,
	editor={
			JBelz
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	publisher={Heinle & Heinle}
			,
	year={2006}
			
		
	

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@incollection{b3,
	
	
		,
	title={{Discourse options and the development of pragmatic competence by classroom learners of German: The case of address forms}}
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	author={{
			JBelz
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			CKinginger
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	journal={{Language Learning}}
		
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}

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	title={{Learner corpus analysis and the development of L2 pragmatic competence in networked intercultural language study: The case of German modal particles. Canadian Modern Language Review/Revue Canadienne des langues vivantes}}
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	author={{
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	year={2005}
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	title={{Evaluating Social Networking Sites (SNSs) for Language Learning: an inquiry-based student project}}
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	author={{
			BBrick
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	year={2013}
		
	

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		,
	title={{The efficacy of various kinds of error feedback for improvement in the accuracy and fluency of L2 student writing}}
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			12
			
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	year={2003}
		
	

}

@incollection{b7,
	
	
		,
	title={{Peer Reviewers Learn from Giving Comments}}
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	author={{
			YHCho
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			.K
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@incollection{b8,
	
	
		,
	title={{Self-Monitoring Support for Learning to write}}
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	author={{
			KCho
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			J&d
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			D JHacker
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	journal={{Interactive Learning Environments}}
		
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	year={2010}
		
	

}

@incollection{b9,
	
	
		,
	title={{Student Revision with Peer and Expert Reviewing}}
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	author={{
			KCho
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	journal={{Learning and Instruction}}
		
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}

@incollection{b10,
	
	
		,
	title={{Learning by Reviewing}}
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	author={{
			KCho
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}

@incollection{b11,
	
	
		,
	title={{Beyond educational psychology: Steps toward an educational semiotic}}
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	author={{
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@incollection{b12,
	
	
		,
	title={{Please say anything but yes or no: Fruitful Peer Feedback in Writing}}
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	author={{
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@incollection{b13,
	
	
		,
	title={{Effects of Combined Peer-Teacher Feedback on Second Language Writing Development}}
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	author={{
			EDemirel
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		10.16986/HUJE.2016015701
	
	
		,
	journal={{Hacettepe University Journal of Education}}
		
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	year={2016}
		
	

}

@incollection{b14,
	
	
	
	
		,
	booktitle={{TOEFL test. Downloaded from www.ets.org}}
				
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	year={2011}
		
	

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@incollection{b15,
	
	
		,
	title={{A framework for investigating oral and written corrective feedback}}
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	author={{
			REllis
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	journal={{Studies in Second Language Acquisition}}
		
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	year={2010}
		
	

}

@incollection{b16,
	
	
		,
	title={{Re-examining the role of recasts in L2 acquisition}}
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	author={{
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	year={2005}
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	publisher={Routledge-Falmer}
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	address={London}
		
	

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	title={{The case for grammar correction in L2 writing classes: A response to Truscott (1996)}}
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@incollection{b19,
	
	
		,
	title={{Does error feedback help student writers? New evidence on the short-and long-term effects of written error correction}}
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		,
	booktitle={{Feedback in second language writing: Contexts and issues}}
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	editor={
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	year={2006}
			
		
	

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@book{b20,
	
	
		,
	title={{}}
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	author={{
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@incollection{b21,
	
	
		,
	title={{Second language writing research and written corrective feedback in SLA}}
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	author={{
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	year={2010}
		
	

}

@incollection{b22,
	
	
		,
	title={{Improving the effectiveness of peer feedback for learning}}
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	author={{
			SGielen
		} and {
			EPeeters
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			FDochy
		} and {
			POnghena
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			KStruyven
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	journal={{Learning and Instruction}}
		
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	year={2010}
		
	

}

@incollection{b23,
	
	
		,
	title={{Rethinking of corrective feedback in communicative language teaching}}
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	author={{
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	title={{Visible learning for teachers: maximizing impact on learning}}
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	author={{
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	year={2012}
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	address={London: Routledge}
		
	

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@incollection{b25,
	
	
		,
	title={{The Power of Feedback}}
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	author={{
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	year={2007}
		
	

}

@incollection{b26,
	
	
		,
	title={{When is corrective feedback most likely to succeed?}}
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	author={{
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	journal={{International Journal of Educational Research}}
		
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	year={2002}
		
	

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		,
	title={{Characteristics of interactive oral and computer-mediated peer group talk and its influence on revision}}
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@incollection{b28,
	
	
		,
	title={{The effect of Twitter on college student engagement and grades}}
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	author={{
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@incollection{b29,
	
	
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	title={{Facebook: An online environment for learning of English in Institutions of Higher Education}}
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	author={{
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	journal={{Internet and Higher Education}}
		
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@incollection{b30,
	
	
		,
	title={{Learners' perspectives on networked collaborative interaction with native speakers of Spanish in the U}}
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	author={{
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@incollection{b31,
	
	
		,
	title={{The importance of timing in focus on form}}
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	author={{
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@incollection{b32,
	
	
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	title={{Peer Feedback: The Learning Element of Peer Assessment}}
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	journal={{Teaching in Higher Education}}
		
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	title={{Peer response in second language writing classroom}}
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	author={{
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	year={2002}
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	publisher={University of Michigan Press}
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	title={{Uptake in incidental focus on form in meaning-focused ESL lessons}}
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	author={{
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@incollection{b35,
	
	
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	title={{Recasts, repetition, and ambiguity in L2 classroom discourse}}
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@incollection{b36,
	
	
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	title={{Oral feedback in classroom SLA: A meta-analysis}}
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	title={{Conversational interaction in second language acquisition: A series of empirical studies}}
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	editor={A. Mackey}
		
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	,
	note={Interaction research in SLA: A meta-analysis and research synthesis}

}

@incollection{b38,
	
	
		,
	title={{From Monologue to Dialogue: Improving Written Feedback in Mass Higher Education}}
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	author={{
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	title={{Gloucester: Quality Assurance Agency for Higher Education}}
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	author={{
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	year={2011}
		
	
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	note={Developing the Students' Ability to Construct Feedback}

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@incollection{b40,
	
	
		,
	title={{Resituating Feedback from the Reactive to the Proactive}}
		,
	author={{
			DNicol
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		,
	booktitle={{Feedback in Higher and Professional Education: Understanding it and Doing it Well}}
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	editor={
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@incollection{b41,
	
	
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	title={{Formative Assessment and Self-Regulated Learning: A Model and Seven Principles of Good Feedback Practice}}
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@incollection{b42,
	
	
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	title={{Rethinking feedback practices in higher education: a peer review perspective}}
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	author={{
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@incollection{b44,
	
	
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	title={{Corrective feedback in SLA: Classroom practice and future directions}}
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	author={{
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@incollection{b45,
	
	
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	title={{The differential effect of two types of direct written corrective feedback on noticing and uptake: Reformulation vs. error correction}}
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}

@incollection{b46,
	
	
		,
	title={{Corrective feedback and learner uptake in communicative classrooms across instructional settings}}
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@incollection{b47,
	
	
		,
	title={{The role of oral and written corrective feedback in SLA}}
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		,
	journal={{Studies in Second Language Acquisition}}
		
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@incollection{b48,
	
	
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	title={{Focus on formative feedback}}
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	title={{On-line peer assessment and the role of the peer feedback: A study of high school computer course}}
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@incollection{b53,
	
	
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	title={{The impact of e-feedback on the revision of L2 writers in an academic writing course}}
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	title={{The effectiveness of comprehensive corrective feedback in second language writing. (Doctoral dissertation)}}
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}