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Citations (7)
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Jennifer J. Chen. (2023) Reflecting on reflection among early childhood teachers: a study of reflection for, in, and on action intersecting with the technical, practical, and critical dimensions. Reflective Practice 24:3, pages 324-346.
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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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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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Articles from other publishers (4)
Yaqiong Cui, Hui Jin & Yuan Gao. (2023) Developing EFL teachers’ feedback literacy for research and publication purposes through intra- and inter-disciplinary collaborations: A multiple-case study. Assessing Writing 57, pages 100751.
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Evrim Erbilgin, Jennifer M. Robinson, Adeeb M. Jarrah, Jason D. Johnson & Serigne M. Gningue. (2023) Exploring the Type and Quality of Peer Feedback in a Graduate-Level Blended Course. Education Sciences 13:6, pages 548.
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Ahmet Yusuf CEVHER, İsmail KARA, Murat AKBAY, Özlem OKTAY & Yüksel GÖKTAŞ. (2022) AKADEMİK YAZIMDA KULLANILAN GERİ BİLDİRİM ÜZERİNE YAPILAN ÇALIŞMALARIN İNCELENMESİEXAMINING THE RESEARCH STUDIES ON FEEDBACK IN ACADEMIC WRITING. Eğitim Teknolojisi Kuram ve Uygulama 12:1, pages 147-171.
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Shulin Yu. (2021) Feedback-giving practice for L2 writing teachers: Friend or foe?. Journal of Second Language Writing 52, pages 100798.
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