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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	The perceived effectiveness of written peer feedback comments within L2 English academic writing courses
	Roger Michael Alan Yallop; Djuddah A. J. Leijen
	In: Eesti Rakenduslingvistika Ühingu Aastaraamat, Vol 14, Pp 247-271 (2018) (2018)
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3	Group cohesion and learning opportunities in peer interaction
	Leslie, Carolyn E.
	In: Porta Linguarum: revista internacional de didáctica de las lenguas extranjeras, ISSN 1697-7467, Nº. 2, 2017 (Ejemplar dedicado a: Nuevas tendencias en didáctica de la lengua y la literatura: desafíos y perspectivas), pags. 245-265 (2017)
	Abstract: The present study investigates peer to peer oral interaction in two task based English as a foreign language classrooms, one of which was a self-declared cohesive group, and the other a self-declared less cohesive group. The objective of the study was to investigate how learning opportunities were talked into being through peer to peer interactions in these two groups and to determine how the cohesive or less cohesive nature of the class influenced the number of learning opportunities in peer interaction. The study was classroombased and was carried out over the period of an academic year. Research was framed within a sociocognitive perspective of language learning and data was collected from questionnaires and audio recorded talk of dyads, triads and groups of four students completing a total of eight oral tasks. Using conversation analysis, these audio recordings were transcribed and analysed quantitatively for learning opportunities and qualitatively for interactions which encouraged a positive social dimension and which may have led to the creation of learning opportunities. Analysis of interactions revealed the many ways in which learners in both the cohesive and less cohesive class created learning opportunities. Further qualitative analysis of these interactions showed how the affective relationship between participants influenced the number of learning opportunities created. ; El presente estudio investiga la interacción oral entre pares en dos grupos de inglés como lengua extrajera basados en el enfoque por tareas, uno de ellos autodenominado como un grupo cohesionado, mientras que el otro se declara como grupo menos cohesionado. El objetivo es investigar cómo se crean oportunidades de aprendizaje a través de la interacción, y determinar cómo la naturaleza más o menos cohesiva del grupo influye en el número de oportunidades de aprendizaje entre pares. El estudio está basado en las actividades realizadas en el aula durante un año académico. La investigación se encuadra dentro de una perspectiva sociocognitiva de aprendizaje de una segunda lengua y los datos provienen de cuestionarios y grabaciones audio de grupos de estudiantes que completaron ocho tareas orales. A partir del análisis conversacional, estas grabaciones han sido transcritas y analizadas de modo cuantitativo en relación con las oportunidades de aprendizaje y de manera cualitativa para las interacciones que fomentan una dimensión social positiva y conducen a oportunidades de aprendizaje. El análisis de interacciones revela la variedad de maneras mediante las cuales los estudiantes de ambos grupos crean oportunidades de aprendizaje. Análisis cualitativos adicionales demuestran cómo la relación afectiva entre participantes influye en la cantidad de oportunidades de aprendizaje creadas
	Keyword: cohesive groups; grupos cohesivos; interacción oral entre pares; learning opportunities; naturaleza situada del aprendizaje de una lengua; oportunidades de aprendizaje; peer oral interaction; situated nature of language learning; sociocognición; sociocognition
	URL: https://dialnet.unirioja.es/servlet/oaiart?codigo=6736106
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4	Peer Tutoring and Cooperative Groups in the Dual Language Classroom
	Celis, Cristina I.
	In: Masters of Arts in Education Action Research Papers (2016)
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5	Measuring affective language in known peer feedback on L2 Academic writing courses: A novel approach
	Roger Michael Alan Yallop
	In: Eesti Rakenduslingvistika Ühingu Aastaraamat, Vol 12, Pp 287-308 (2016) (2016)
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6	Online doctoral writing groups : do facilitators or communication modes make a difference?
	Kozar, Olga; Lum, Juliet F. - : Taylor & Francis, 2015
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7	Peer Review in a Graduate Writing Class: Case Studies of First-and Second- Language Students
	Saenpoch, Petcharat
	In: Open Access Theses & Dissertations (2015)
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8	Peerbeziehungen im Vorschulalter - Chancen für Sprachförderung und Sprachtherapie ...
	Licandro, Ulla. - : Schulz-Kirchner Verlag, 2014
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9	From speed dating to intimacy : methodological change in the evaluation of a writing group
	Bosanquet, Agnes; Cahir, Jayde; Jacenyik-Trawoger, Christa. - : Routledge, 2014
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10	Peerbeziehungen im Vorschulalter - Chancen für Sprachförderung und Sprachtherapie
	Licandro, Ulla
	In: Sallat, Stephan [Hrsg.]; Spreer, Markus [Hrsg.]; Glück, Christian W. [Hrsg.]: Sprache professionell fördern. Idstein : Schulz-Kirchner Verlag 2014, S. 335-340 (2014)
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11	Diversity in collaborative research communities: a multicultural, multidisciplinary thesis writing group in public health
	Guerin, C.; Xafis, V.; Doda, D.. - : Carfax Publishing Ltd, 2013
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12	Argumentation as a Lens to Examine Student Discourse in Peer-Led Guided Inquiry for College General Chemistry
	Kulatunga, Ushiri Kumarihamy. - : Digital Commons @ University of South Florida, 2013
	In: Graduate Theses and Dissertations (2013)
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13	Exploring Dynamic Processes: a Qualitative Study of Problem-Based Learning Experiences within Clinical Psychology Training
	Conlan, Louise-Margaret. - 2013
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14	What makes a successful peer-led aphasia support group?
	Tregea, Shelley; Brown, Kyla. - : Routledge, 2013
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15	"I‘ll get by with a little help from my friends": peer response groups in the composition classroom.
	Witikko, Neil Bryan. - 2011
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16	Zum Zusammenhang zwischen kollektivem Selbstwert und der Motivation, Deutsch zu lernen. Eine Untersuchung von Schülerinnen und Schülern mit Migrationshintergrund in Deutschland und der Schweiz ...
	Wolfgramm, Christine; Rau, Melanie; Zander-Music, Lysann. - : Beltz, 2010
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17	Zum Zusammenhang zwischen kollektivem Selbstwert und der Motivation, Deutsch zu lernen. Eine Untersuchung von Schülerinnen und Schülern mit Migrationshintergrund in Deutschland und der Schweiz
	Wolfgramm, Christine; Rau, Melanie; Zander-Music, Lysann...
	In: Allemann-Ghionda, Cristina [Hrsg.]; Stanat, Petra [Hrsg.]; Göbel, Kerstin [Hrsg.]; Röhner, Charlotte [Hrsg.]: Migration, Identität, Sprache und Bildungserfolg. Weinheim u.a. : Beltz 2010, S. 59-77. - (Zeitschrift für Pädagogik, Beiheft; 55) (2010)
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18	Sprache und Interaktion im Kindergarten. Eine quantitativ-qualitative Analyse der sprachlichen und kommunikativen Kompetenzen von drei- bis sechsjährigen Kindern ...
	Albers, Timm. - : Verlag Julius Klinkhardt, 2009
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19	Sprache und Interaktion im Kindergarten. Eine quantitativ-qualitative Analyse der sprachlichen und kommunikativen Kompetenzen von drei- bis sechsjährigen Kindern
	Albers, Timm. - : Verlag Julius Klinkhardt, 2009. : Bad Heilbrunn, 2009. : pedocs-Dokumentenserver/DIPF, 2009
	In: Bad Heilbrunn : Verlag Julius Klinkhardt 2009, 282 S. - (Klinkhardt forschung) (2009)
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20	Checkpoint Literacy. Tagungsband 2 zum 15. Europäischen Lesekongress 2007 in Berlin
	Europäischer Lesekongress (15 : 2007 : Berlin). - : Deutsche Gesellschaft für Lesen und Schreiben, 2008. : Berlin, 2008. : pedocs-Dokumentenserver/DIPF, 2008
	In: Berlin : Deutsche Gesellschaft für Lesen und Schreiben 2008, 328 S. - (DGLS-Beiträge; 8) (2008)
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