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All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year Sort by creator [A → Z]' creator [Z → A]' publishing year ↑ (asc)' publishing year ↓ (desc)' title [A → Z]' title [Z → A]' Simple Search Page: 1 2 3 4 5...9 Hits 1 – 20 of 173 1 How do L2 student moderators facilitate a peer-led discussion forum? Zhong, Dr. Qunyan ( Maggie); Norton, Howard. - 2022 BASE Show details 2 Examining Spontaneous Assessments Mediated through Peer-to-Peer Interaction in an ESL Classroom: A Learning-Oriented Assessment (LOA) Approach Kimberly Tan In: Studies in Applied Linguistics & TESOL, Vol 21, Iss 2 (2022) (2022) BASE Show details 3 Examining Spontaneous Assessments Mediated through Peer-to-Peer Interaction in an ESL Classroom: A Learning-Oriented Assessment (LOA) Approach Kimberly Tan In: Studies in Applied Linguistics & TESOL, Vol 21, Iss 2 (2022) (2022) BASE Show details 4 Practice Gives Skill: Preparing Students to Present Evidence in Clerkships Capdarest-Arest, Nicole; Studer, Amy C. - : eScholarship, University of California, 2021 BASE Show details 5 Les classes virtuelles du projet DISTUTOLANG : Quelle pertinence pour un centre de langues ? Evain, Christine; Bellay, Catrin In: ISSN: 0077-2712 ; EISSN: 1952-4250 ; Mélanges CRAPEL ; https://hal.archives-ouvertes.fr/hal-03632539 ; Mélanges CRAPEL, Centre de recherches et d'applications pédagogiques en langues, 2021, 42 (1), pp.77-105 (2021) BASE Show details 6 Re-Thinking Peer Reviewing in the Virtual Context: The Roles of Giving and Receiving Online Feedback in L2 Spanish Classrooms Emilia Illana-Mahiques In: Languages ; Volume 6 ; Issue 3 (2021) BASE Show details 7 Collaborative Learning of International Undergraduate English Language Learners in Small-group Writing Communities Chu, Yiting In: International Journal for the Scholarship of Teaching and Learning (2021) BASE Show details 8 Effects of classroom talk lessons on student perceptions of collaborative group work in a remote, synchronous Montessori elementary learning environment Chionis, Amy In: Masters of Arts in Education Action Research Papers (2021) BASE Show details 9 Effectiveness of an Early Literacy Intervention for Increasing Teen Parents' Child-Directed Speech and Conversational Turns Christie, Deborah H.. - : Digital Commons @ University of South Florida, 2021 In: Graduate Theses and Dissertations (2021) BASE Show details 10 Creativity and arts-based expression: Building resilience in the pandemic and beyond Luetkemeyer, Jennifer; Redmond, Theresa; Adams, Tempestt. - 2021 BASE Show details 11 PEER INSTRUCTION IN A FLIPPED LEARNING ENVIRONMENT: EXAMINING ESL STUDENTS' PARTICIPATION IN WRITING ARGUMENTATIVE ESSAYS Amreet Kaur Jageer Singh; Raja Nor Safinas Raja Harun In: JEELS (Journal of English Education and Linguistics Studies), Vol 8, Iss 1, Pp 69-96 (2021) (2021) BASE Show details 12 Interaction patterns and support for learning in the primary foreign language classroom Leslie, Carolyn E. In: Porta Linguarum: revista internacional de didáctica de las lenguas extranjeras, ISSN 1697-7467, Nº. 36, 2021, pags. 65-82 (2021) BASE Show details 13 Peer Feedback in an Online Dissertation Writing Workshop Guadalupe Álvarez; Laura Marina Colombo; Hilda Difabio In: Signum: Estudos da Linguagem, Vol 24, Iss 1, Pp 69-84 (2021) (2021) BASE Show details 14 Peer assessment and young English language learners ; A avaliação por pares com crianças aprendizes de língua inglesa Rossafa Tavares Balbino, Thais; Reichert Assunção Tonelli, Juliana In: Revista Horizontes de Linguistica Aplicada; Vol. 20 No. 2 (2021): Fluxo contínuo; AG3 ; Revista Horizontes de Linguistica Aplicada; v. 20 n. 2 (2021): Fluxo contínuo; AG3 ; 2237-0951 ; 1677-9770 ; 10.26512/rhla.v20i2 (2021) BASE Show details 15 Bilinguale Interaktion beim Peer-Learning in der Grundschule : Eine Mixed-Methods Studie mit bilingual türkisch-deutschsprachig aufwachsenden Schüler*innen Schastak, Martin. - Toronto : Verlag Barbara Budrich, 2020 UB Frankfurt Linguistik Show details 16 Students as partners in assessment (SaPiA): a literature scoping review Ní Bheoláin, Ruth; Lowney, Rob; O'Riordan, Fiona. - : National Institute for Digital Learning, Dublin City University, 2020 In: Ní Bheoláin, Ruth orcid:0000-0001-6334-7501 , Lowney, Rob orcid:0000-0002-8866-4367 and O'Riordan, Fiona orcid:0000-0002-0139-5169 (2020) Students as partners in assessment (SaPiA): a literature scoping review. Other. National Institute for Digital Learning, Dublin City University. ISBN 978-1-911669-17-3 (2020) BASE Show details 17 Breaking silence: The voices of Syrian refugee children in the Canadian classroom Shahbazi, Sara; Palazzolo, Alyssa; Salinitri, Geri In: Journal of Global Education and Research (2020) BASE Show details 18 Developing a peer supported feedback model that enhances oral proficiency in French Bedford, Simon Bernard; Bissoonauth, Anu; James, Klem; Stace, Ray In: Journal of University Teaching & Learning Practice (2020) Abstract: This article investigates the process of development for a novel online peer-supported approach that enhances oral proficiency in French at an Australian university to cope with ever more complex challenges. These challenges include students with mixed ability in the same class, reduced teaching resources and student surveys identifying a lack of speaking practice affecting confidence and performance in oral assessments. A related aim of the present study was to facilitate assessment literacy of our students by encouraging them to make links between the skills practised in class and the requirements for the final oral summative assessment. Methodology draws on educational practice influenced by a social constructivist approach to develop a learning model using online peer feedback, where more advanced learners support less experienced peers outside the formal classroom. Preliminary results reveal that although the model was deemed to be ‘generally effective’ in enhancing speaking skills and developing a better understanding of assessment literacy, it needs to enable learners to build their meta-skills across the three-year degree program to be truly effective. The conclusion explores further development and expansion of the learning approach across the French undergraduate program and makes future recommendations. Keyword: assessment literacy; language learning; oral communication; Peer Feedback & Language Learning; peer-support; social-constructivism URL: https://ro.uow.edu.au/jutlp/vol17/iss5/13 https://ro.uow.edu.au/cgi/viewcontent.cgi?article=2118&context=jutlp BASE Hide details 19 Lessons Learned from Teaching Scholarly Communication Alongside a Student-Run Journal Seelye, Melissa In: FIMS Presentations (2020) BASE Show details 20 Trying Self- and Peer-assessment with Intermediate Spanish Students of English Juan Carlos Araujo Portugal In: Applied Linguistics Research Journal, Vol 4, Iss 2, Pp 40-53 (2020) (2020) BASE Show details Page: 1 2 3 4 5...9

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