Volume 3, Issue 2 (2017)
Editorial Section
Editorial Introduction
Betsy Gilliland and Grant Eckstein
Featured Articles
Critical Discourse Analysis of Student Responses to Teacher Feedback on Student Writing
Hee-Seung Kang and Julie Dykema
L2 Learners’ Engagement with Direct Written Corrective Feedback in First- Year Composition Courses
Izabela Uscinski
Teaching Articles
“I Could Express Feeling Completely”: Inviting L2 Writers to Use L1 in Peer Responses
Bee Chamcharatsri
Encouraging Active Participation in Dialogic Feedback through Assessment as Learning
Claire Louise Rodway
Book Review
Review of Written Corrective Feedback for L2 Development
Taichi Yamashita
Full Issue
