http://orcid.org/0000-0002-1720-1488
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Omid Noroozi, Seyyed Kazem Banihashem, Nafiseh Taghizadeh Kerman, Marzieh Parvaneh Akhteh Khaneh, Maryam Babayi, Hadis Ashrafi & Harm J.A. Biemans. (2022) Gender differences in students’ argumentative essay writing, peer review performance and uptake in online learning environments. Interactive Learning Environments 0:0, pages 1-15.
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İsmail Sarikaya & Ömer Yılar. (2021) Exploring Self-Regulation Skills in the Context of Peer Assisted Writing: Primary School Students’ Sample. Reading & Writing Quarterly 37:6, pages 552-573.
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Arroyo González, Rosario, Laura Carlucci & Carlos Navas-VallejoDiana Marcela Duque Salazar, Neira Loaiza Villalba & Rosario Arroyo González. 2023. La argumentación científica multilingüe. Perspectiva interdisciplinar. La argumentación científica multilingüe. Perspectiva interdisciplinar
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Renata S. Rocha, Inês Soeiro, Sofia Magalhães, São Luís Castro & Teresa Limpo. (2023) Effects of SRSD writing interventions in grade 3: examining the added value of attention vs. transcription training components. Reading and Writing.
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Hugo Vilar & Mariona Pascual. 2023. Development of Writing Skills in Children in Diverse Cultural Contexts. Development of Writing Skills in Children in Diverse Cultural Contexts
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Mohamed A. Elkot & Rabea Ali. (2020) Enhancing Self-Regulated Learning Strategy via Handheld Devices for Improving English Writing Skills and Motivation. International Journal of Information and Education Technology 10:11, pages 805-812.
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Maria José Prata, Isabel Festas, Albertina L. Oliveira & Feliciano H. Veiga. (2019) The Impact of a Cooperative Method Embedded in a Writing Strategy Instructional Program on Student Engagement in School. Revista de Psicodidáctica (English ed.) 24:2, pages 145-153.
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