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Factors Influencing Students' Willingness to Communicate in Korean Elementary School EFL Classrooms
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In: Networks: An Online Journal for Teacher Research (2022)
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| 2 |
Exploring Vietnamese first-year English-major students’ motivation: A longitudinal, mixed-methods investigation
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Hoang, Thinh Quoc. - : Edith Cowan University, Research Online, Perth, Western Australia, 2021
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In: Theses: Doctorates and Masters (2021)
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| 3 |
Your Social Brain: Creating Safe Classrooms where English Language Learners Thrive
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In: National Youth Advocacy and Resilience Conference (2020)
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| 4 |
An examination of monolingual preservice teachers’ set-up of cognitively demanding mathematics tasks with emergent multilingual students
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In: Education Publications (2019)
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| 5 |
Newcomer English Language Learners in High School Choral Music Education: An Ethnographic Case Study
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In: Open Access Theses & Dissertations (2019)
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| 6 |
Newcomer English Language Learners in High School Choral Music Education: An Ethnographic Case Study
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In: Open Access Theses & Dissertations (2019)
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| 7 |
The Effect of Two-Way Immersion on Students' Attitudes Toward Education, Other Cultures, and Self-Esteem
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In: Doctoral Dissertations and Projects (2018)
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| 8 |
Reaching Below Level ELL’s Reading Comprehension
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In: Journal of Practitioner Research (2018)
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| 9 |
Exploring the Experiences of High School Refugee English Language Learners
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In: Honors Theses at the University of Iowa (2018)
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| 10 |
Lumos Literacy: Utilizing Harry Potter as a Guide for English Language Learners
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In: Honors Theses, University of Nebraska-Lincoln (2018)
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| 11 |
Language, Literacy And Project Based Learning: An Ethnographic Case Study Of A New Tech Classroom In A High School On The US/Mexico Border
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In: Open Access Theses & Dissertations (2018)
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| 12 |
Vocabulary Use in Academic-Track High-School English Literature Diploma Exam Essay Writing and its Relationship to Academic Achievement ...
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| 13 |
The Effectiveness of Dual Language and Sheltered English Immersion ESOL Programs: A Comparative Study
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In: Doctoral Dissertations and Projects (2017)
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| 14 |
The Difference between English and Math High School Teachers' Attitudes and Perceptions toward the Inclusion of English Language Learner Students
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In: Doctoral Dissertations and Projects (2017)
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| 15 |
Academic Vocabulary Instruction and Adult English Language Learners in the Arabian Gulf: A Phenomenological Study of Instructor Perspectives
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In: Doctoral Dissertations and Projects (2016)
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| 16 |
Analysis Of English Language Learner Student Reasoning About Measures Of Center And Variation: A Triangulation Of Quantitative And Qualitative Data
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In: Open Access Theses & Dissertations (2016)
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| 17 |
The effects of metacognitive strategy training on ESL learners' self-directed use of TED Talk videos for second language listening
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In: Graduate Theses and Dissertations (2015)
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| 18 |
High School Educators’ Perceptions of Their Schools’ Conduciveness to English Language Learners’ Success
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In: Electronic Theses and Dissertations (2015)
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| 19 |
Holistic Approach to Promoting Student Engagement: Case Studies of Six Refugee Students in Upper Elementary
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In: Boise State University Theses and Dissertations (2014)
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| 20 |
Students’ perspectives on the use of peer feedback in an English as a second language writing class
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In: Research outputs 2014 to 2021 (2014)
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Abstract:
Peer assessment and peer feedback are considered alternatives to teacher-based feedback and their effects on writing have been substantially researched. This study aims to examine the perspectives of a group of university students, who are mainly second language learners, on peer feedback in an English writing class. Many of the studies conducted on the perspectives of students regarding peer feedback provided conflicting findings. While some found that peer feedback was viewed with doubt and encouraged little revision, others found it helped learners to recognise their strengths and flaws in writing. This study aims to better understand students’ perspectives regarding peer feedback and to identify the concerns raised by students involved in the study. The findings from this study revealed that the participants of the study had a positive perspective on the use of peer feedback and on the use of an online peer feedback tool. The study also showed that past experience did not contribute towards a negative perspective of peer feedback among the participants. The findings from this study are useful for future research in designing a better peer feedback process and improve its implementation.
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Keyword:
and Multicultural Education; and Research; Bilingual; Educational Assessment; English as a second language learner; Evaluation; feedback tools; Multilingual; online peer feedback; peer assessment; Peer feedback
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URL: http://www.globalsciencejournals.com/article/10.7603%2Fs40933-014-0003-3
https://ro.ecu.edu.au/ecuworkspost2013/2030
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