| TECHNOLOGY-SUPPORTED PEER FEEDBACK IN ESL/EFL WRITING CLASSES: A RESEARCH SYNTHESIS |
| THE EFFICACY OF WRITTEN CORRECTIVE FEEDBACK IN IMPROVING L2 WRITTEN ACCURACY: A META-ANALYSIS |
| ORAL FEEDBACK IN CLASSROOM SLA |
| THE TYPE AND LINGUISTIC FOCI OF ORAL CORRECTIVE FEEDBACK IN THE L2 CLASSROOM: A META-ANALYSIS |
| TWENTY-FIVE YEARS OF RESEARCH ON ORAL AND WRITTEN CORRECTIVE FEEDBACK IN SYSTEM |
| THE EFFECTIVENESS OF CORRECTIVE FEEDBACK IN SLA: A META-ANALYSIS |
| A SYSTEMATIC REVIEW OF WRITTEN CORRECTIVE FEEDBACK RESEARCH IN ESL/EFL CONTEXTS |
| A REVIEW OF AWE FEEDBACK: TYPES, LEARNING OUTCOMES, AND IMPLICATIONS |
| MULTIPLE TECHNOLOGIES, MULTIPLE SOURCES: TRENDS AND ANALYSES OF THE LITERATURE ON TECHNOLOGY-MEDIATED FEEDBACK FOR L2 ENGLISH WRITING PUBLISHED FROM 2015-2019 |
| EXAMINING THE EFFECTIVENESS OF PEER FEEDBACK IN SECOND LANGUAGE WRITING: A META-ANALYSIS |
| INTEGRATED WRITING AND ITS CORRELATES: A META-ANALYSIS |
| DEFINING GRAMMATICAL DIFFICULTY TO MAKE BETTER CHOICES ABOUT CORRECTIVE FEEDBACK: A META-ANALYSIS OF PERSIAN EFL LEARNERS |
| HOW SELECTION OF A TARGET FEATURE IMPACTS CORRECTIVE FEEDBACK: FINDING ANSWERS THROUGH META-ANALYSIS OF CHINESE EFL LEARNERS |
| A META-ANALYSIS ON THE PREDICTIVE VALIDITY OF ENGLISH LANGUAGE PROFICIENCY ASSESSMENTS FOR COLLEGE ADMISSIONS |