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Citations (49)
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Michael Loncar, Wayne Schams & Jong-Shing Liang. (2023) Multiple technologies, multiple sources: trends and analyses of the literature on technology-mediated feedback for L2 English writing published from 2015-2019. Computer Assisted Language Learning 36:4, pages 722-784.
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Chen-Chen Liu, Yu Guo, Gwo-Jen Hwang, Yun-Fang Tu & Zhiqiang Wang. (2023) Effects of an article-structure strategy-based spherical video-based virtual reality approach on EFL learners’ English reading comprehension and learning conceptions. Interactive Learning Environments 0:0, pages 1-18.
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Masoud Rahimi & Jalil Fathi. (2022) Exploring the impact of wiki-mediated collaborative writing on EFL students’ writing performance, writing self-regulation, and writing self-efficacy: a mixed methods study. Computer Assisted Language Learning 35:9, pages 2627-2674.
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Ha Thi Phuong Pham. (2022) Computer-mediated and face-to-face peer feedback: student feedback and revision in EFL writing. Computer Assisted Language Learning 35:9, pages 2112-2147.
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Jalil Fathi & Masoud Rahimi. (2022) Examining the impact of flipped classroom on writing complexity, accuracy, and fluency: a case of EFL students. Computer Assisted Language Learning 35:7, pages 1668-1706.
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Jalil Fathi & Masoud Rahimi. (2022) Electronic writing portfolio in a collaborative writing environment: its impact on EFL students’ writing performance. Computer Assisted Language Learning 0:0, pages 1-39.
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Shu-Chiao Tsai. (2022) Chinese students’ perceptions of using Google Translate as a translingual CALL tool in EFL writing. Computer Assisted Language Learning 35:5-6, pages 1250-1272.
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Diem Thi Ngoc Hoang & Thinh Hoang. (2022) Enhancing EFL students’ academic writing skills in online learning via Google Docs-based collaboration: a mixed-methods study. Computer Assisted Language Learning 0:0, pages 1-23.
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Shuxin Tan, Young Woo Cho & Wensi Xu. (2022) Exploring the effects of automated written corrective feedback, computer-mediated peer feedback and their combination mode on EFL learner’s writing performance. Interactive Learning Environments 0:0, pages 1-11.
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Murad Abdu Saeed & Huda Suleiman Al Qunayeer. (2022) Exploring teacher interactive e-feedback on students’ writing through Google Docs: factors promoting interactivity and potential for learning. The Language Learning Journal 50:3, pages 360-377.
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Masoud Rahimi & Jalil Fathi. (2022) Employing e-tandem language learning method to enhance speaking skills and willingness to communicate: the case of EFL learners. Computer Assisted Language Learning 0:0, pages 1-37.
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Akbar Bahari & Leila Gholami. (2022) Challenges and affordances of reading and writing development in technology-assisted language learning. Interactive Learning Environments 0:0, pages 1-25.
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Alexandra Zakharova, Katerina Evers & Sufen Chen. (2022) Optimal scaffolding method for resume writing in the supplementary online writing course. Interactive Learning Environments 0:0, pages 1-15.
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Mohammed Abdullah Alharbi. (2020) Exploring the potential of Google Doc in facilitating innovative teaching and learning practices in an EFL writing course. Innovation in Language Learning and Teaching 14:3, pages 227-242.
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You Su, Yanyan Li, Jyh-Chong Liang & Chin-Chung Tsai. (2019) Moving literature circles into wiki-based environment: the role of online self-regulation in EFL learners’ attitude toward collaborative learning. Computer Assisted Language Learning 32:5-6, pages 556-586.
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Saman Ebadi & Masoud Rahimi. (2019) Mediating EFL learners’ academic writing skills in online dynamic assessment using Google Docs. Computer Assisted Language Learning 32:5-6, pages 527-555.
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Saman Ebadi & Masoud Rahimi. (2018) An exploration into the impact of WebQuest-based classroom on EFL learners’ critical thinking and academic writing skills: a mixed-methods study. Computer Assisted Language Learning 31:5-6, pages 617-651.
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Articles from other publishers (32)
Muneera Muftah, Fatima Abdullah Yahya Al-Inbari, Baleigh Qassim Al-Wasy & Hassan Saleh Mahdi. (2023) The Role of Automated Corrective Feedback in Improving EFL Learners' Mastery of the Writing Aspects. PSYCHOLINGUISTICS 34:2, pages 82-109.
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Kuok Wa Chao Chao, Maria-Lourdes Lira-Gonzales & Joanie David. (2023) Technologies in English as a Second/Foreign Language Writing Classes. Folios:58.
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Yan Li. (2023) The effect of online collaborative writing instruction on enhancing writing performance, writing motivation, and writing self-efficacy of Chinese EFL learners. Frontiers in Psychology 14.
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Fatima Abdullah Yahya Al-Inbari & Baleigh Qassim Mohammed Al-Wasy. (2022) The impact of automated writing evaluation (AWE) on EFL learners’ peer and self-editing. Education and Information Technologies 28:6, pages 6645-6665.
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Chen-Chen Liu, Shi-Jie Liu, Gwo-Jen Hwang, Yun-Fang Tu, Youmei Wang & Naini Wang. (2023) Engaging EFL students’ critical thinking tendency and in-depth reflection in technology-based writing contexts: A peer assessment-incorporated automatic evaluation approach. Education and Information Technologies.
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Helaluddin*, Nurhayati & Nurhayati Nyayu. (2023) The Use of Collaborative Strategies to Improve Students' Writing Ability and Self-Efficacy: A Mixed Method Study. European Journal of Educational Research 12:1, pages 265-280.
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Jia Li, Lillian Mak, Bill Hunter & Todd Cunningham. (2022) Structured instructional design for integrated language skill development: College students’ perspectives on collaborative reading-to-write activities using a cloud-based tool. Language Teaching Research, pages 136216882211422.
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Gi‐Zen Liu, Masoud Rahimi & Jalil Fathi. (2022) Flipping writing metacognitive strategies and writing skills in an English as a foreign language collaborative writing context: a mixed‐methods study. Journal of Computer Assisted Learning 38:6, pages 1730-1751.
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Siyi Cao, Siruo Zhou, Yong Luo, Tao Wang, Tongquan Zhou & Yizhong Xu. (2022) A review of the ESL/EFL learners’ gains from online peer feedback on English writing. Frontiers in Psychology 13.
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Azlin Zaiti Zainal & Ma Fei Fan. (2022) ESL Learners' Processes and Perceptions of Using Google Docs in Collaborative Academic Writing. International Journal of Computer-Assisted Language Learning and Teaching 12:4, pages 1-23.
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Pooneh Kazemi, Natasha Pourdana, Gholamhassan Famil Khalili & Payam Nour. (2022) Microgenetic analysis of written languaging attributes on form-focused and content-focused e-collaborative writing tasks in Google Docs. Education and Information Technologies 27:8, pages 10681-10704.
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Irham*, Ismail, Ismail Tolla & Baso Baso. (2022) Development of the 4C Teaching Model to Improve Students’ Mathematical Critical Thinking Skills. International Journal of Educational Methodology 8:3, pages 493-504.
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Aasia Nusrat, Sardaraz Khan, Farah Kashif & Rakhshanda Fawad. (2022) Effect of teachers’ asynchronous e-feedback and synchronous oral feedback on English language learners’ writing accuracy. Frontiers in Education 7.
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Han Zhang, Galina Shulgina, Mik Fanguy & Jamie Costley. (2022) Online peer editing: effects of comments and edits on academic writing skills. Heliyon 8:7, pages e09822.
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Xiao Lei, Jalil Fathi, Shabnam Noorbakhsh & Masoud Rahimi. (2022) The Impact of Mobile-Assisted Language Learning on English as a Foreign Language Learners’ Vocabulary Learning Attitudes and Self-Regulatory Capacity. Frontiers in Psychology 13.
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Mohammadreza VALİZADEH. (2022) Language teachers’ perceptions of using Google keyboard in L2 writing. Journal of Educational Technology and Online Learning 5:2, pages 411-421.
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Sharon Jia Chian Lee & Siti Nazleen Abdul Rabu. (2021) Google docs for higher education: Evaluating online interaction and reflective writing using content analysis approach. Education and Information Technologies 27:3, pages 3651-3681.
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Judit García-Martín, Carmen Álvarez-Álvarez & Sheila García-Martín. (2022) Una revisión sistemática de intervenciones en línea sobre escritura. Campus Virtuales 11:1, pages 9.
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Fatemeh Samiei & Saman Ebadi. (2021) Exploring EFL learners’ inferential reading comprehension skills through a flipped classroom. Research and Practice in Technology Enhanced Learning 16:1.
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Murad Abdu Saeed Mohammed & Musheer Abdulwahid AL-Jaberi. (2021) Google Docs or Microsoft Word? Master's students' engagement with instructor written feedback on academic writing in a cross-cultural setting. Computers and Composition 62, pages 102672.
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Kam Leung Yeung, Shana K. Carpenter & Daniel Corral. (2021) A Comprehensive Review of Educational Technology on Objective Learning Outcomes in Academic Contexts. Educational Psychology Review 33:4, pages 1583-1630.
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Wu-Yuin Hwang, Rio Nurtantyana & Juli Hildayati. (2021) Investigation of students' understanding of speech with smart mechanisms and scaffolding in flipped classrooms. Investigation of students' understanding of speech with smart mechanisms and scaffolding in flipped classrooms.
Jaemyong Chang & Mik Fanguy. (2021) Collab_doc_maker: An Automatic Google-Doc-making Tool. Collab_doc_maker: An Automatic Google-Doc-making Tool.
I Komang Janu Prianda Putra, Ni Nyoman Padma Dewi & Ni Kadek Sintya Dewi. (2021) Self-Editing Activities Improve Recount Text Writing Skills. Jurnal Ilmiah Pendidikan Profesi Guru 4:1, pages 138-143.
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Eunjeong PARK, Youngjoo Yİ & Jinsil JANG. (2021) Mixed methods research in second language writing: A systematic research synthesis. Dil ve Dilbilimi Çalışmaları Dergisi 17:1, pages 570-579.
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Saman Ebadi & Saba Bashir. (2020) An exploration into EFL learners’ writing skills via mobile-based dynamic assessment. Education and Information Technologies 26:2, pages 1995-2016.
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Alice Shu-Ju Lee & Wing Yee Jenifer Ho. 2021. Language Learning with Technology. Language Learning with Technology
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Daniela Popa, Angela Repanovici, Daciana Lupu, Mariana Norel & Claudiu Coman. (2020) Using Mixed Methods to Understand Teaching and Learning in COVID 19 Times. Sustainability 12:20, pages 8726.
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Mogens Olesen. (2020) Cooperative Collaboration in the Hybrid Space of Google Docs Based Group Work. Education Sciences 10:10, pages 269.
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Rustam Shadiev & Mengke Yang. (2020) Review of Studies on Technology-Enhanced Language Learning and Teaching. Sustainability 12:2, pages 524.
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Adrian Ting. 2020. Enhancing Learning Design for Innovative Teaching in Higher Education. Enhancing Learning Design for Innovative Teaching in Higher Education
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Hatime Çiftçi & Erhan Aslan. (2019) Computer-Mediated Communication in the L2 Writing Process. International Journal of Computer-Assisted Language Learning and Teaching 9:2, pages 19-36.
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