This Special Issue will examine research that investigates corrective feedback in a range of instructional contexts and theoretical perspectives situated in classroom practice. We invite submissions that report on and discuss empirical research as well as theoretical perspectives relevant to multiple dimensions of corrective feedback, including, but not limited to, oral and written feedback, technology-mediated corrective feedback, teacher-directed feedback, and peer-feedback.
Interested authors should submit an initial 300-word (maximum) abstract to [email protected] along with a 50-word (maximum) bio and the TESL Canada Journal Submission Form by December 31st, 2019.
Please read the complete submission requirements and details on the TESL Canada Journal site, HERE.
