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1	The mediating role of parents and school in peer aggression problems ; Posredniška vloga staršev in šole pri vrstniškem nasilju
	Velki, Tena
	In: CEPS Journal 12 (2022) 1, S. 169-188 (2022)
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2	Effects of classroom talk lessons on student perceptions of collaborative group work in a remote, synchronous Montessori elementary learning environment
	Chionis, Amy
	In: Masters of Arts in Education Action Research Papers (2021)
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3	Best Peer Feedback Practices. A Standalone Module
	Laager, Nina Mirjam. - : Université de Genève, 2021
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4	Adolescence as a “critical period” in the heritage language use. Polish in Germany
	Pułaczewska Hanna
	In: Open Linguistics, Vol 7, Iss 1, Pp 301-315 (2021) (2021)
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5	A Cross-Lagged Analysis of Emotion Regulation, Peer Problems, and Emotional Problems in Children With and Without Early Language Difficulties: Evidence From the Millennium Cohort Study. ...
	Forrest, Claire L; Gibson, Jenny; Halligan, Sarah L. - : Apollo - University of Cambridge Repository, 2020
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6	Bilinguale Interaktion beim Peer-Learning in der Grundschule. Eine Mixed-Methods Studie mit bilingual türkisch-deutschsprachig aufwachsenden Schüler*innen
	Schastak, Martin. - : Verlag Barbara Budrich, 2020. : Opladen, Berlin, Toronto, 2020. : pedocs-Dokumentenserver/DIPF, 2020
	In: Opladen, Berlin, Toronto : Verlag Barbara Budrich 2020, 457 S. - (Mehrsprachigkeit und Bildung; 4) - (Frankfurt am Main, Univ., Diss., 2019) (2020)
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7	Bilinguale Interaktion beim Peer-Learning in der Grundschule. Eine Mixed-Methods Studie mit bilingual türkisch-deutschsprachig aufwachsenden Schüler*innen ...
	Schastak, Martin. - : Verlag Barbara Budrich, 2020
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8	A Cross-Lagged Analysis of Emotion Regulation, Peer Problems, and Emotional Problems in Children With and Without Early Language Difficulties: Evidence From the Millennium Cohort Study.
	Forrest, Claire L; Gibson, Jenny; Halligan, Sarah L. - : American Speech-Language-Hearing Association, 2020. : Journal of speech, language, and hearing research : JSLHR, 2020
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9	Early Risk Factors and Emotional Difficulties in Children at Risk of Developmental Language Disorder: A Population Cohort Study. ...
	St Clair, Michelle C; Forrest, Claire L; Yew, Shaun Goh Kok. - : Apollo - University of Cambridge Repository, 2019
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10	"Contes en família": les interaccions en un projecte de lectura compartida i dialogada en un context plurilingüe i pluricultural
	Corsi, Alessia. - : Universitat de Barcelona, 2019
	In: TDX (Tesis Doctorals en Xarxa) (2019)
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11	Early Risk Factors and Emotional Difficulties in Children at Risk of Developmental Language Disorder: A Population Cohort Study.
	St Clair, Michelle C; Yew, Shaun Goh Kok; Forrest, Claire L. - : American Speech Language Hearing Association, 2019. : J Speech Lang Hear Res, 2019
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12	"Contes en família": les interaccions en un projecte de lectura compartida i dialogada en un context plurilingüe i pluricultural
	Corsi, Alessia. - : Universitat de Barcelona, 2019
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13	The Influence of Peer Groups on Students’ Anxiety in EFL Learning
	Hardiyanti Kadir; Kisman Salija
	In: ELT Worldwide: Journal of English Language Teaching, Vol 5, Iss 1, Pp 54-63 (2018) (2018)
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14	Students’ Responses to the Application of Peer-Editing Group Correction for Cause–Effect Written Assignments
	Ngasbun Egar; Siti Musarokah
	In: Celt: A Journal of Culture, English Language Teaching & Literature, Vol 17, Iss 2, Pp 197-208 (2017) (2017)
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15	The Effect of Multilingual Facilitation on Active Participation in MOOCs
	Colas, Jean-François; Sloep, Peter B.; Garreta-Domingo, Muriel. - : Athabasca University Press (AU Press), 2016. : Érudit, 2016
	Abstract: A new approach for overcoming the language and culture barriers to participation in Massive Open Online Courses (MOOCs) is reported. It is hypothesised that the juxtaposition of English as the language of instruction, used for interacting with course materials, and one’s preferred language as the language of participation, used for interaction with peers and facilitators, is preferable to “English only” for participation in a MOOC. The Hands-On ICT (HANDSON) MOOC included seven teams of facilitators, each catering for a different language community. Facilitators were responsible for promoting active participation and peer tutoring. Comparing language groups revealed a series of predictors of intention to learn, some of which became apparent in the first days of the MOOC already. The comparison also uncovered four critical factors that influence participation: facilitation, language of participation, group size, and a pre-existing sense of community. Especially crucial was reaching a sufficient number of active participants during the first week. We conclude that multilingual facilitation activates participation in MOOCs in various ways, and that synergy between the four aforementioned factors is critical for the formation of the learning network that supports a social dynamic of active participation. Our approach suggests future targets for the development of the multilingual and community potential of MOOCs.
	Keyword: active participation; community; connectivist dynamics; cultural translation; Dunbar’s number; facilitation; group size; inactivity; intention to learn; language barrier; language of participation; learning network; MOOC; multilinguality; peer tutoring
	URL: https://doi.org/10.19173/irrodl.v17i4.2470 http://id.erudit.org/iderudit/1066213ar
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16	An exploration of ESL learners' emergent beliefs about academic group work and peer review at a New Zealand university
	Hislop, Jane Louise. - : University of Otago, 2016
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17	‘The words are stuck inside me; I write to heal’: Memory, recall, and repetition in PTSD blogs.
	Ramanathan, Vaidehi
	In: Communication & medicine, vol 12, iss 2-3 (2015)
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18	Understanding the Development Origins of Primate Face Recognition: Theoretical Commentary on Martin-Malivel and Okada (2007)
	McKone, Elinor; Crookes, Kate
	In: Behavioral Neuroscience (2015)
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19	Understanding the Development Origins of Primate Face Recognition: Theoretical Commentary on Martin-Malivel and Okada (2007)
	McKone, Elinor; Crookes, Kate
	In: Behavioral Neuroscience (2015)
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20	"Rachel's not here" : constructed dialogue in gossip
	Mohammad, Abeer; Vásquez, Camilla
	In: Journal of sociolinguistics. - Oxford [u.a.] : Blackwell 19 (2015) 3, 351-371
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