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Technology-mediated written corrective feedback in the Danish lower secondary classroom

Research output: Book/anthology/dissertation/reportPh.D. thesis

This mixed-methods intervention study with three cases explored
• In what ways do teacher beliefs and practices change when teachers are involved in a two-pronged intervention which
both aims to update their knowledge concerning feedback and language learning introduces interactive, technology-mediated feedback?
• How are student beliefs and practices influenced by the intervention?
The study drew on the research fields of second language acquisition (SLA), Teacher cognition (TC), and technology and found changes in both thinking and behavior in both groups, changes that moved participants in a direction that is known to be more appropriate and effectual for learning.
Original languageEnglish
Place of publicationAarhus
PublisherAarhus University
Number of pages306
Publication statusPublished - 2018

    Research areas

  • Language learning, technology, teacher cognition, mixxed methods, intervention

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ID: 141528383