快速访问
文章信息
参考文献
[1]国際交流基金. 海外の日本語教育の現状(2024年度日本語教育機関調査より) [R]. 东京: 国際交流基金, 2025.
[2]BANDURA A. Social foundations of thought and action: a social cognitive theory [M]. Englewood Cliffs: Prentice Hall, 198 6
[3]BANDURA A. Self-efficacy in changing societies [M]. Cambridge: Cambridge University Press, 1995.
[4]ELLIS R. A typology of written corrective feedback types [J]. ELT Journal, 2009, 63(2): 97-10.
[5]HATTIE J, TIMPERLEY H. The power of feedback [J]. Review of Education Research, 2007, 77(1): 81-112.
[6]LEE I. A new look at an old problem: how teachers can liberate themselves from the drudgery of marking student writing [J]. TESOL Quarterly, 2009, 43(2): 323-331.
[7]LEE I. Classroom writing assessment and feedback in L2 school contexts [M]. Singapore: Springer, 2017.
[8]MILLS N, PAJARES F, HERRON C. A reevaluation of the role of anxiety: self-efficacy, anxiety, and their relation to reading and listening proficiency [J]. Foreign Language Annals, 2006, 39(2): 273-292.
[9]RODGERS C. Attending to student voice: the impact of descriptive feedback on learning and teaching [J]. Curriculum Inquiry, 2006, 36(2): 209-237.
[10]顾世民, 张伟平. 教师对话式描述性反馈对学生写作自我效能感的影响研究 [J]. 外语电化教学. 2024(3).
[11]王利娜, 吴勇毅. 翻译教学中教师反馈和同伴反馈教学效果的实证研究 [J]. 天津师范大学学报. 2021(5).
[12]刘浩. 赋权增能型英语课堂教师反馈效用研究——以“个性化英语学习”课程为个案 [J]. 第二语言学习研究. 2023(1).
[13]刘浩, 张文忠. 赋权增能教育模式下高校外语课堂教师反馈中的学习者投入研究 [J]. 外语研究. 2024(2).
版权与开放获取声明
作为一本开放获取的学术期刊，所有文章均遵循 Creative Commons Attribution 4.0 International License (CC BY 4.0) 协议发布，允许用户在署名原作者的前提下自由共享与再利用内容。所有文章均可免费供读者和机构阅读、下载、引用与传播，EWA Publishing 不会通过期刊的出版发行向读者或机构收取任何费用。