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Language Awareness Volume 19, 2010 - Issue 2
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Articles

The role of peer feedback in learning to write explanatory texts: why the tutors learn the most

Jacques Crinon CIRCEFT, University of Paris-Est-Créteil, France; University of Paris 8, Saint-Denis, France; GDR CNRS ‘Production verbale écrite’, Poitiers, France
&
Brigitte Marin CIRCEFT, University of Paris-Est-Créteil, France; University of Paris 8, Saint-Denis, France; GDR CNRS ‘Production verbale écrite’, Poitiers, France
Pages 111-128 | Received 22 Jan 2009, Accepted 01 Mar 2010, Published online: 17 Aug 2010

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Read on this site (2)

Lili Tian & Li Li. (2018) Chinese EFL learners’ perception of peer oral and written feedback as providers, receivers and observers. Language Awareness 27:4, pages 312-330.
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Linda Ann Mostert & Rodwell Townsend. (2018) Embedding the teaching of academic writing into anthropology lectures. Innovations in Education and Teaching International 55:1, pages 82-90.
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Articles from other publishers (12)

Zhiqing Xu, Lawrence Jun Zhang & Judy M. Parr. (2023) Incorporating peer feedback in writing instruction: examining its effects on Chinese English-as-a-foreign-language (EFL) learners’ writing performance. International Review of Applied Linguistics in Language Teaching 61:4, pages 1337-1364.
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Kristina Cordero. 2023. Development of Writing Skills in Children in Diverse Cultural Contexts. Development of Writing Skills in Children in Diverse Cultural Contexts 279 298 .
Masumi Ono. 2022. Higher Education - New Approaches to Accreditation, Digitalization, and Globalization in the Age of Covid. Higher Education - New Approaches to Accreditation, Digitalization, and Globalization in the Age of Covid.
Zoi A. Philippakos & Charles A. MacArthur. (2016) The Effects of Giving Feedback on the Persuasive Writing of Fourth- and Fifth-Grade Students. Reading Research Quarterly 51:4, pages 419-433.
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Nuwar Mawlawi Diab. (2016) A comparison of peer, teacher and self-feedback on the reduction of language errors in student essays. System 57, pages 55-65.
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Su Yon Yim & Young Hoan Cho. (2016) Predicting pre-service teachers’ intention of implementing peer assessment for low-achieving students. Asia Pacific Education Review 17:1, pages 63-72.
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Manuela Martínez-Lorca & Carmen Zabala-Baños. (2015) Enseñando y aprendiendo a escribir en la universidad: Cuando los revisores son los compañeros. REDU. Revista de Docencia Universitaria 13:3, pages 105.
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Brigitte Marin & Jacques Crinon. (2014) Stéréotypes et contraintes de genres : quelles ressources pour la production de textes explicatifs et de fiction à l’école élémentaire ?Stereotypes and constraints of genres: what ressources for the production of explanatory texts and texts of fiction at primary school?. Éducation et didactique 8:2, pages 39-58.
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Rebecca Woodard, Alecia Marie Magnifico & Sarah McCarthey. (2013) Supporting Teacher Metacognition about Formative Assessment in Online Writing Environments. E-Learning and Digital Media 10:4, pages 442-469.
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Trevor A. Holster, William R. Pellowe, J. Lake & Aaron Hahn. 2013. Pacific Rim Objective Measurement Symposium (PROMS) 2012 Conference Proceeding. Pacific Rim Objective Measurement Symposium (PROMS) 2012 Conference Proceeding 93 108 .
Jacqueline Beckers, Jacques Crinon & Germain Simons. 2012. Approche par compétences et réduction des inégalités d'apprentissage entre élèves. Approche par compétences et réduction des inégalités d'apprentissage entre élèves 227 242 .
Nuwar Mawlawi Diab. (2011) Assessing the relationship between different types of student feedback and the quality of revised writing. Assessing Writing 16:4, pages 274-292.
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