Alizadeh Vandchali1, A.A. & Pourmohammadi, M. (2019). The effect of teacher implicit correction through recast versus explicit self-correction through elicitation on Iranian intermediate EFL learners’ use of collocations in writing. European Journal of English Language Teaching, 5(1), 1-11.
Askew, S. (2000). Feedback for Learning. London: Routledge.
Baleghizadeh, S. & Abdi, H. (2010). Recast and Its Impact on Second Language Acquisition. International Journal of Language Studies, 4(4), 57-68.
Banaruee, H. , Khatin-Zadeh, O. & Ruegg, R. (2018). Recasts vs. direct corrective feedback on writing performance of high school EFL learners. Cogent Education, 5(1), doi:10.1080/2331186x.2018.1455333.
Bing-jie, G. (2016). Is recast the most effective type of corrective feedback?—under cognitive and sociolinguistic approach. Sino-US English Teaching, 13(4), 284-291.
Braidi, S.M. (2002). Reexamining the role of recasts in native-speaker/nonnative-speaker interactions. Language Learning, 52(1), 1–42
Ellis, R. (2003). Task-based language learning and teaching. Oxford: OUP.
Golami, J. and Narimani, E. (2012). Consciousness-raising through written corrective feedback: The case of marked third person –s. Journal of Research in Applied Linguistics, 3(2), 49-66.
Golashan, M. (2013). Corrective Feedback During Communicate Tasks: Do Recasts, Clarification Requests and Explicit Correction Affect EFL Learners’ Second Language Acquisition Equally? European Online Journal of Natural and Social Sciences, 2(2), 559-571.
Hattie, J. (2009). Visible learning: A synthesis of over 800 meta-analyses relating to achievement. London, UK: Routledge.
Hawks, L. & Nassaji, H. (2016). The role of extensive recasts in error detection and correction by adult ESL students. Studies in Second Language Learning and Teaching 6(1), 19-41.
Kalanzadeh, G., Jafarigohar, M., Ghonsooly, B, and Soleimani, H. (2018). Mixed effects of input enhancement, explicit instruction, corrective feedback, and pushed output in an input-output mapping practice. Journal of Research in Applied Linguistics,9(1), 57-82.
Kluger, A. N., & DeNisi, A. (1996). The effects of feedback interventions on performance: A historical review, a meta-analysis, and a preliminary feedback intervention theory. Psychological Bulletin, 119(2), 254-284.
Lightbown, P. & Spada, N. (1999). How languages are learned. New York: Oxford University Press.
Long, M. H. (2007). Problems in SLA. Mahwah, NJ: Erlbaum.
Lyster, R. (2004). Differential effects of prompts and recasts in form-focused instruction. Studies in Second Language Acquisition, 26, 399-432.
Lyster, R. , Saito, K., & Sato, M. (2013). Oral corrective feedback in second language classrooms. Language Teaching 46(1), 1-40.
Maftoon, P., Ahmadi Shirazi, M., & Daftarifard, P. (2013). The Effect of Recast vs. Self Correction on Writing Accuracy: The Role of Awareness. BRAIN. Broad Research in Artificial Intelligence and Neuroscience, 2(10), 17-28.
Naderi, S. (2014). The effect of explicit and recast feedback on EFL learners’ listening comprehension ability. G.J.I.S.S., 3(3), 56-62.
Neilson, J. (2017). Corrective Feedback Review: Which type is best for low-proficiency L2 learners? Schwa Language & Linguistics, 17, 81-92.
Noor, M.N., Aman, I. , Mustafa, R., & Seong, T.K. (2010). Teacher’s verbal feedback on student’s responses: A Malaysian classroom discourse analysis. Procedia Social and Behavioral Science 7(C) (2010), 398-405.
Noori Khaneghah, R. (2016). The Efficiency of Different Types of Corrective Feedback on Vocabulary Development of Iranian English Learners: A Comparative Study. International Journal of Humanities and Cultural Studies, January, 2534-2548.
Nurhartanto, A. (2016). The effect of recast on students’ speaking skill based on their learning strategies. LLT JOURNAL 18(2), 91-97.
Oliver, R., & Grote, E. (2010). The provision and uptake of different types of recasts in child and adult ESL learners. Australian Review of Applied Linguistics, 26, 1-26.
Rassaie, E. (2014). Scaffolded feedback, recasts, and l2 development: a sociocultural perspective. The Modern Language Journal, 98(1), 417-431.
Russell, J., & Spada, N. (2006). The effectiveness of corrective feedback for the acquisition of L2 grammar: A meta-analysis of the research. In J. M. Norris & L. Ortega (Eds.), Synthesizing research on language learning and teaching (pp. 133-164). Amsterdam: John Benjamins.
Sakai, H. (2011). Do Recasts Promote Noticing the Gap in L2 Learning? Asian EFL Journal, 13, 357-385.
Sato, R. (2012). Self-initiated self-repair attempts by Japanese high school learners while speaking English. BRAIN. Broad Research in Artificial Intelligence and Neuroscience, 3, 17-28.
Sato, R. (2016). Exploration into the effects of recast types on advanced-Level Japanese EFL learners’ noticing. Electronic journal of foreign language teaching, 13(2), 260–274.
Sharifi, N. & Mal Miri, B. (2014). The Comparative Impact of Recast and Prompt on EFL Learners’ Autonomy and Motivation. Procedia, 98, 1754 – 176.
Sheen, Y. (2006). Exploring the relationship between characteristics of recasts and learner uptake. Language Teaching Research, 10, 361-392.
Zabihim S. (2013). The effect of recast on Iranian EFL learners’ writing achievement. International Journal of Applied Linguistics and English Literature, 2(6), 28-35.
جستارهای زبانی