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Direct linkKeshavarz, Mohammad Hossein; Polat Köseoglu, Meryem – TESOL Journal, 2021
This study investigated the interactive function of teacher-written feedback. To this end, 10 students from two English toward proficiency (ETP) classes in a private university in North Cyprus were asked to engage in "a letter to my teacher" (ALMT) activity during the feedback-revision process in the course of their study. Moreover, the…
Descriptors: Interaction, Feedback (Response), Written Language, Second Language Learning
