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Citations (13)
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Mo Li, Shulin Yu, Pauline Mak & Chunhong Liu. (2023) Exploring the efficacy of peer assessment in university translation classrooms. The Interpreter and Translator Trainer 17:4, pages 585-609.
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Huijin Lu & Xiaojun Zhang. (2023) Multi-level students’ sense of community development in hybrid and online learning environments at higher educational institutions: a systematic literature review. Interactive Learning Environments 0:0, pages 1-24.
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Chunping Zheng, Lili Wang & Ching Sing Chai. (2023) Self-assessment first or peer-assessment first: effects of video-based formative practice on learners’ English public speaking anxiety and performance. Computer Assisted Language Learning 36:4, pages 806-839.
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Akbar Bahari. (2023) Challenges and Affordances of Cognitive Load Management in Technology-Assisted Language Learning: A Systematic Review. International Journal of Human–Computer Interaction 39:1, pages 85-100.
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Lu Sha, Xiangling Wang, Shuya Ma & Thomas Anthony Mortimer. (2022) Investigating the effectiveness of anonymous online peer feedback in translation technology teaching. The Interpreter and Translator Trainer 16:3, pages 325-347.
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James M. Wood. (2022) Supporting the uptake process with dialogic peer screencast feedback: a sociomaterial perspective. Teaching in Higher Education 0:0, pages 1-23.
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Articles from other publishers (7)
Yupeng Lin & Zhonggen Yu. (2023) A Bibliometric Analysis of Peer Assessment in Online Language Courses. Languages 8:1, pages 47.
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Deliang Man, Chenghao Zhu, Meng Huat Chau & Elanttamil Maruthai. (2022) Contextualizing assessment feedback in translation education: A corpus-assisted ecological approach. Frontiers in Psychology 13.
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Sha Lu, Wang Xiangling & Ma Shuya. (2022) Investigating the relationship between online information seeking and translation performance among translation students: The mediating role of translation self-efficacy. Frontiers in Psychology 13.
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Serpil Yorganci. (2022) The interactive e‐book and video feedback in a multimedia learning environment: Influence on performance, cognitive, and motivational outcomes. Journal of Computer Assisted Learning 38:4, pages 1005-1017.
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Tong Zhou & Wei Zhang. (2022) Effectiveness Study on Online or Blended Language Learning Based on Student Achievement: A Systematic Review of Empirical Studies. Sustainability 14:12, pages 7303.
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Ying Zhan, Zhi Hong Wan & Daner Sun. (2022) Online formative peer feedback in Chinese contexts at the tertiary Level: A critical review on its design, impacts and influencing factors. Computers & Education 176, pages 104341.
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Catherine Nguoi Chui Lam & Hadina Habil. (2021) Bibliometric Analysis of Research on Peer Feedback in Teaching and Learning. Pertanika Journal of Social Sciences and Humanities 29:3.
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