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The mediating role of parents and school in peer aggression problems ; Posredniška vloga staršev in šole pri vrstniškem nasilju
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In: CEPS Journal 12 (2022) 1, S. 169-188 (2022)
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Effects of classroom talk lessons on student perceptions of collaborative group work in a remote, synchronous Montessori elementary learning environment
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In: Masters of Arts in Education Action Research Papers (2021)
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Adolescence as a “critical period” in the heritage language use. Polish in Germany
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In: Open Linguistics, Vol 7, Iss 1, Pp 301-315 (2021) (2021)
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A Cross-Lagged Analysis of Emotion Regulation, Peer Problems, and Emotional Problems in Children With and Without Early Language Difficulties: Evidence From the Millennium Cohort Study. ...
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Bilinguale Interaktion beim Peer-Learning in der Grundschule. Eine Mixed-Methods Studie mit bilingual türkisch-deutschsprachig aufwachsenden Schüler*innen
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Schastak, Martin. - : Verlag Barbara Budrich, 2020. : Opladen, Berlin, Toronto, 2020. : pedocs-Dokumentenserver/DIPF, 2020
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In: Opladen, Berlin, Toronto : Verlag Barbara Budrich 2020, 457 S. - (Mehrsprachigkeit und Bildung; 4) - (Frankfurt am Main, Univ., Diss., 2019) (2020)
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Bilinguale Interaktion beim Peer-Learning in der Grundschule. Eine Mixed-Methods Studie mit bilingual türkisch-deutschsprachig aufwachsenden Schüler*innen ...
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A Cross-Lagged Analysis of Emotion Regulation, Peer Problems, and Emotional Problems in Children With and Without Early Language Difficulties: Evidence From the Millennium Cohort Study.
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Early Risk Factors and Emotional Difficulties in Children at Risk of Developmental Language Disorder: A Population Cohort Study. ...
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| 10 |
"Contes en família": les interaccions en un projecte de lectura compartida i dialogada en un context plurilingüe i pluricultural
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In: TDX (Tesis Doctorals en Xarxa) (2019)
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Early Risk Factors and Emotional Difficulties in Children at Risk of Developmental Language Disorder: A Population Cohort Study.
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"Contes en família": les interaccions en un projecte de lectura compartida i dialogada en un context plurilingüe i pluricultural
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| 13 |
The Influence of Peer Groups on Students’ Anxiety in EFL Learning
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In: ELT Worldwide: Journal of English Language Teaching, Vol 5, Iss 1, Pp 54-63 (2018) (2018)
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| 14 |
Students’ Responses to the Application of Peer-Editing Group Correction for Cause–Effect Written Assignments
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In: Celt: A Journal of Culture, English Language Teaching & Literature, Vol 17, Iss 2, Pp 197-208 (2017) (2017)
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Abstract:
The study aims at describing the students’ response to the application of Group Correction of Students’ Written Assignment technique assisted with Peer-Editing Worksheet in cause-effect essay teaching. The type of the study is descriptive qualitative research. The respondents of the study are the fourth semester students of the English Education Department of Universitas PGRI Semarang. The techniques used to collect the data are questionnaire and interview. The data are analyzed qualitatively The result of the study shows that through Group Correction of Students’ Written Assignment technique assisted with Peer-Editing Worksheet, the students can take some advantages. For example, the students can review other group’ works easily; they can also learn from other work errors to avoid making the same errors in their own writing, and add more ideas on their own writing by reading others’ works, etc. In conclusion, Group Correction of Students’ Written Assignment technique assisted with Peer-Editing Worksheet is useful learning technique for both the writer of the essay and the students who provide feedback.
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Keyword:
cause–effect essay teaching; Education (General); group correction of students’ written assignment; L7-991; Language and Literature; P; peer–editing worksheet; students’ response
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URL: https://doaj.org/article/4b67bc8e1a0d46a883062db93c5a21b2
https://doi.org/10.24167/celt.v17i2.1120
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| 15 |
The Effect of Multilingual Facilitation on Active Participation in MOOCs
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An exploration of ESL learners' emergent beliefs about academic group work and peer review at a New Zealand university
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‘The words are stuck inside me; I write to heal’: Memory, recall, and repetition in PTSD blogs.
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In: Communication & medicine, vol 12, iss 2-3 (2015)
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| 18 |
Understanding the Development Origins of Primate Face Recognition: Theoretical Commentary on Martin-Malivel and Okada (2007)
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In: Behavioral Neuroscience (2015)
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Understanding the Development Origins of Primate Face Recognition: Theoretical Commentary on Martin-Malivel and Okada (2007)
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In: Behavioral Neuroscience (2015)
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