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1	How do L2 student moderators facilitate a peer-led discussion forum?
	Zhong, Dr. Qunyan ( Maggie); Norton, Howard. - 2022
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2	Examining Spontaneous Assessments Mediated through Peer-to-Peer Interaction in an ESL Classroom: A Learning-Oriented Assessment (LOA) Approach
	Kimberly Tan
	In: Studies in Applied Linguistics & TESOL, Vol 21, Iss 2 (2022) (2022)
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3	Examining Spontaneous Assessments Mediated through Peer-to-Peer Interaction in an ESL Classroom: A Learning-Oriented Assessment (LOA) Approach
	Kimberly Tan
	In: Studies in Applied Linguistics & TESOL, Vol 21, Iss 2 (2022) (2022)
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4	Practice Gives Skill: Preparing Students to Present Evidence in Clerkships
	Capdarest-Arest, Nicole; Studer, Amy C. - : eScholarship, University of California, 2021
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5	Les classes virtuelles du projet DISTUTOLANG : Quelle pertinence pour un centre de langues ?
	Evain, Christine; Bellay, Catrin
	In: ISSN: 0077-2712 ; EISSN: 1952-4250 ; Mélanges CRAPEL ; https://hal.archives-ouvertes.fr/hal-03632539 ; Mélanges CRAPEL, Centre de recherches et d'applications pédagogiques en langues, 2021, 42 (1), pp.77-105 (2021)
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6	Re-Thinking Peer Reviewing in the Virtual Context: The Roles of Giving and Receiving Online Feedback in L2 Spanish Classrooms
	Emilia Illana-Mahiques
	In: Languages ; Volume 6 ; Issue 3 (2021)
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7	Collaborative Learning of International Undergraduate English Language Learners in Small-group Writing Communities
	Chu, Yiting
	In: International Journal for the Scholarship of Teaching and Learning (2021)
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8	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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9	Effectiveness of an Early Literacy Intervention for Increasing Teen Parents' Child-Directed Speech and Conversational Turns
	Christie, Deborah H.. - : Digital Commons @ University of South Florida, 2021
	In: Graduate Theses and Dissertations (2021)
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10	Creativity and arts-based expression: Building resilience in the pandemic and beyond
	Luetkemeyer, Jennifer; Redmond, Theresa; Adams, Tempestt. - 2021
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11	PEER INSTRUCTION IN A FLIPPED LEARNING ENVIRONMENT: EXAMINING ESL STUDENTS' PARTICIPATION IN WRITING ARGUMENTATIVE ESSAYS
	Amreet Kaur Jageer Singh; Raja Nor Safinas Raja Harun
	In: JEELS (Journal of English Education and Linguistics Studies), Vol 8, Iss 1, Pp 69-96 (2021) (2021)
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12	Interaction patterns and support for learning in the primary foreign language classroom
	Leslie, Carolyn E.
	In: Porta Linguarum: revista internacional de didáctica de las lenguas extranjeras, ISSN 1697-7467, Nº. 36, 2021, pags. 65-82 (2021)
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13	Peer Feedback in an Online Dissertation Writing Workshop
	Guadalupe Álvarez; Laura Marina Colombo; Hilda Difabio
	In: Signum: Estudos da Linguagem, Vol 24, Iss 1, Pp 69-84 (2021) (2021)
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14	Peer assessment and young English language learners ; A avaliação por pares com crianças aprendizes de língua inglesa
	Rossafa Tavares Balbino, Thais; Reichert Assunção Tonelli, Juliana
	In: Revista Horizontes de Linguistica Aplicada; Vol. 20 No. 2 (2021): Fluxo contínuo; AG3 ; Revista Horizontes de Linguistica Aplicada; v. 20 n. 2 (2021): Fluxo contínuo; AG3 ; 2237-0951 ; 1677-9770 ; 10.26512/rhla.v20i2 (2021)
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15	Bilinguale Interaktion beim Peer-Learning in der Grundschule : Eine Mixed-Methods Studie mit bilingual türkisch-deutschsprachig aufwachsenden Schüler*innen
	Schastak, Martin. - Toronto : Verlag Barbara Budrich, 2020
	UB Frankfurt Linguistik
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16	Students as partners in assessment (SaPiA): a literature scoping review
	Ní Bheoláin, Ruth; Lowney, Rob; O'Riordan, Fiona. - : National Institute for Digital Learning, Dublin City University, 2020
	In: Ní Bheoláin, Ruth orcid:0000-0001-6334-7501 , Lowney, Rob orcid:0000-0002-8866-4367 and O'Riordan, Fiona orcid:0000-0002-0139-5169 (2020) Students as partners in assessment (SaPiA): a literature scoping review. Other. National Institute for Digital Learning, Dublin City University. ISBN 978-1-911669-17-3 (2020)
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17	Breaking silence: The voices of Syrian refugee children in the Canadian classroom
	Shahbazi, Sara; Palazzolo, Alyssa; Salinitri, Geri
	In: Journal of Global Education and Research (2020)
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18	Developing a peer supported feedback model that enhances oral proficiency in French
	Bedford, Simon Bernard; Bissoonauth, Anu; James, Klem...
	In: Journal of University Teaching & Learning Practice (2020)
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19	Lessons Learned from Teaching Scholarly Communication Alongside a Student-Run Journal
	Seelye, Melissa
	In: FIMS Presentations (2020)
	Abstract: This presentation describes the development and evolution of the Scholarly Communication and Open Access Publishing course in the Master of Library and Information Science (MLIS) program at Western University. The course has been offered as an online elective once a year since 2018, and its initial impetus was to provide a sustainable peer review model for the MLIS student-run journal Emerging Library & Information Perspectives (ELIP). Students in the class are tasked with peer reviewing submissions and providing additional quality control during the production process, but the journal complements the curriculum, as opposed to driving it. Experiential learning opportunities are framed within theoretical frameworks that encourage students to critically reflect on common practices in the journal publishing industry, including double blind peer review, the reliance on volunteer labor, and article processing charges. ELIP provides a case study to inform these conversations, and students are ultimately tasked with creating a sustainable open access journal proposal. I summarize lessons I have learned through teaching this course, ranging from recommendations for structuring experiential and peer learning in an online environment to tips for integrating journal workflows into the curriculum. To conclude, I will argue that courses such as this can be used across disciplines to bridge the scholarly communication divide between theory and practice, placing them in a dialectic relationship of enrichment.
	Keyword: experiential learning; Library and Information Science; peer review; scholarly communication; Scholarly Publishing
	URL: https://ir.lib.uwo.ca/fimspres/56 https://ir.lib.uwo.ca/context/fimspres/article/1055/type/native/viewcontent
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20	Trying Self- and Peer-assessment with Intermediate Spanish Students of English
	Juan Carlos Araujo Portugal
	In: Applied Linguistics Research Journal, Vol 4, Iss 2, Pp 40-53 (2020) (2020)
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