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1	The mediating role of parents and school in peer aggression problems ; Posredniška vloga staršev in šole pri vrstniškem nasilju
	Velki, Tena
	In: CEPS Journal 12 (2022) 1, S. 169-188 (2022)
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2	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)
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3	Best Peer Feedback Practices. A Standalone Module
	Laager, Nina Mirjam. - : Université de Genève, 2021
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4	Adolescence as a “critical period” in the heritage language use. Polish in Germany
	Pułaczewska Hanna
	In: Open Linguistics, Vol 7, Iss 1, Pp 301-315 (2021) (2021)
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5	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. ...
	Forrest, Claire L; Gibson, Jenny; Halligan, Sarah L. - : Apollo - University of Cambridge Repository, 2020
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6	Bilinguale Interaktion beim Peer-Learning in der Grundschule. Eine Mixed-Methods Studie mit bilingual türkisch-deutschsprachig aufwachsenden Schüler*innen
	Schastak, Martin. - : Verlag Barbara Budrich, 2020. : Opladen, Berlin, Toronto, 2020. : pedocs-Dokumentenserver/DIPF, 2020
	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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7	Bilinguale Interaktion beim Peer-Learning in der Grundschule. Eine Mixed-Methods Studie mit bilingual türkisch-deutschsprachig aufwachsenden Schüler*innen ...
	Schastak, Martin. - : Verlag Barbara Budrich, 2020
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8	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.
	Forrest, Claire L; Gibson, Jenny; Halligan, Sarah L. - : American Speech-Language-Hearing Association, 2020. : Journal of speech, language, and hearing research : JSLHR, 2020
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9	Early Risk Factors and Emotional Difficulties in Children at Risk of Developmental Language Disorder: A Population Cohort Study. ...
	St Clair, Michelle C; Forrest, Claire L; Yew, Shaun Goh Kok. - : Apollo - University of Cambridge Repository, 2019
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10	"Contes en família": les interaccions en un projecte de lectura compartida i dialogada en un context plurilingüe i pluricultural
	Corsi, Alessia. - : Universitat de Barcelona, 2019
	In: TDX (Tesis Doctorals en Xarxa) (2019)
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11	Early Risk Factors and Emotional Difficulties in Children at Risk of Developmental Language Disorder: A Population Cohort Study.
	St Clair, Michelle C; Yew, Shaun Goh Kok; Forrest, Claire L. - : American Speech Language Hearing Association, 2019. : J Speech Lang Hear Res, 2019
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12	"Contes en família": les interaccions en un projecte de lectura compartida i dialogada en un context plurilingüe i pluricultural
	Corsi, Alessia. - : Universitat de Barcelona, 2019
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13	The Influence of Peer Groups on Students’ Anxiety in EFL Learning
	Hardiyanti Kadir; Kisman Salija
	In: ELT Worldwide: Journal of English Language Teaching, Vol 5, Iss 1, Pp 54-63 (2018) (2018)
	Abstract: This research aimed to identify the factors in peer groups which positively and negatively influence the students’ anxiety in learning English and determine which peer groups have more effect to the students’ anxiety in terms of grouping division by the teacher or by the students. The researcher applied descriptive qualitative research method. The data collection was done through observation and interview. The participants of the research were the second grade students of SMAN 2 Parepare. They were selected by using purposive sampling referring to the English teachers who provide their classrooms in grouping teaching method and also referring to the students who were involved in peer groups. The result of data analysis showed that some factors which positively influence the students’ anxiety in learning English consist of communication skill development, sharing diverse assumption, and collaborative learning. Meanwhile, students’ self-perception, low language proficiency, and peer rejection are factors which negatively influence their anxiety. Besides, competitiveness becomes one factor in peer group which positively and also negatively influence the students’ anxiety in learning English. Furthermore, grouping division by the teacher which created heterogeneous grouping gave better impact to the students’ anxiety in learning than by the students which created homogeneous grouping. Therefore, it is suggested to the English teacher to know how to create a good condition in teaching and learning environment among the students in order that they can do some methods or teaching strategies that provide students to work in a group. They can be more concerned with some factors that cause students’ anxiety and help them to reduce their anxiety in EFL learning.
	Keyword: anxiety; Education (General); English language; L7-991; PE1-3729; peer group
	URL: https://doi.org/10.26858/eltww.v5i1.5771 https://doaj.org/article/c2b59353c7fa4abbbcb56606c623f962
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14	Students’ Responses to the Application of Peer-Editing Group Correction for Cause–Effect Written Assignments
	Ngasbun Egar; Siti Musarokah
	In: Celt: A Journal of Culture, English Language Teaching & Literature, Vol 17, Iss 2, Pp 197-208 (2017) (2017)
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15	The Effect of Multilingual Facilitation on Active Participation in MOOCs
	Colas, Jean-François; Sloep, Peter B.; Garreta-Domingo, Muriel. - : Athabasca University Press (AU Press), 2016. : Érudit, 2016
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16	An exploration of ESL learners' emergent beliefs about academic group work and peer review at a New Zealand university
	Hislop, Jane Louise. - : University of Otago, 2016
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17	‘The words are stuck inside me; I write to heal’: Memory, recall, and repetition in PTSD blogs.
	Ramanathan, Vaidehi
	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)
	McKone, Elinor; Crookes, Kate
	In: Behavioral Neuroscience (2015)
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19	Understanding the Development Origins of Primate Face Recognition: Theoretical Commentary on Martin-Malivel and Okada (2007)
	McKone, Elinor; Crookes, Kate
	In: Behavioral Neuroscience (2015)
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20	"Rachel's not here" : constructed dialogue in gossip
	Mohammad, Abeer; Vásquez, Camilla
	In: Journal of sociolinguistics. - Oxford [u.a.] : Blackwell 19 (2015) 3, 351-371
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