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The mediating role of parents and school in peer aggression problems ; Posredniška vloga staršev in šole pri vrstniškem nasilju
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In: CEPS Journal 12 (2022) 1, S. 169-188 (2022)
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The perceived effectiveness of written peer feedback comments within L2 English academic writing courses
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In: Eesti Rakenduslingvistika Ühingu Aastaraamat, Vol 14, Pp 247-271 (2018) (2018)
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Group cohesion and learning opportunities in peer interaction
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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)
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Peer Tutoring and Cooperative Groups in the Dual Language Classroom
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In: Masters of Arts in Education Action Research Papers (2016)
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Measuring affective language in known peer feedback on L2 Academic writing courses: A novel approach
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In: Eesti Rakenduslingvistika Ühingu Aastaraamat, Vol 12, Pp 287-308 (2016) (2016)
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Online doctoral writing groups : do facilitators or communication modes make a difference?
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Peer Review in a Graduate Writing Class: Case Studies of First-and Second- Language Students
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In: Open Access Theses & Dissertations (2015)
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Abstract:
This research explored peer review strategies of L1 (native speakers of English) and L2 (non-native speakers of English) graduate student writers from different disciplines. The focus was on how they revised their writing and which strategies they used. The study was conducted in a Graduate Writing Workshop class at a public university on the U.S. - Mexican border in the United States of America. Five participants were selected as case studies. The researcher collected data by recording face-to-face peer review sessions, observing the class, interviewing the instructor and students, collecting the students' reflections, and gathering the students' writing drafts. The results revealed that L1 and L2 writers used various strategies in peer review, such as asking for clarifications and giving examples. They selected the most helpful comments for their revision, and they found that a peer review group that consisted of the students who were from different language backgrounds and disciplines created the most challenge during peer review sessions. These findings are meaningful for L1 and L2 peer review and writing development in American educational settings and other countries all over the world.
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Keyword:
and Multicultural Education; Bilingual; English Language and Literature; L1 and L2 writing; Multilingual; Peer review groups; Peer review strategies; Rhetoric; Writing development; Writing revision
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URL: https://scholarworks.utep.edu/open_etd/1148 https://scholarworks.utep.edu/cgi/viewcontent.cgi?article=2147&context=open_etd
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Peerbeziehungen im Vorschulalter - Chancen für Sprachförderung und Sprachtherapie ...
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From speed dating to intimacy : methodological change in the evaluation of a writing group
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Peerbeziehungen im Vorschulalter - Chancen für Sprachförderung und Sprachtherapie
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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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Diversity in collaborative research communities: a multicultural, multidisciplinary thesis writing group in public health
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Argumentation as a Lens to Examine Student Discourse in Peer-Led Guided Inquiry for College General Chemistry
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In: Graduate Theses and Dissertations (2013)
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Exploring Dynamic Processes: a Qualitative Study of Problem-Based Learning Experiences within Clinical Psychology Training
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"I‘ll get by with a little help from my friends": peer response groups in the composition classroom.
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Zum Zusammenhang zwischen kollektivem Selbstwert und der Motivation, Deutsch zu lernen. Eine Untersuchung von Schülerinnen und Schülern mit Migrationshintergrund in Deutschland und der Schweiz ...
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Zum Zusammenhang zwischen kollektivem Selbstwert und der Motivation, Deutsch zu lernen. Eine Untersuchung von Schülerinnen und Schülern mit Migrationshintergrund in Deutschland und der Schweiz
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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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Sprache und Interaktion im Kindergarten. Eine quantitativ-qualitative Analyse der sprachlichen und kommunikativen Kompetenzen von drei- bis sechsjährigen Kindern ...
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Sprache und Interaktion im Kindergarten. Eine quantitativ-qualitative Analyse der sprachlichen und kommunikativen Kompetenzen von drei- bis sechsjährigen Kindern
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Albers, Timm. - : Verlag Julius Klinkhardt, 2009. : Bad Heilbrunn, 2009. : pedocs-Dokumentenserver/DIPF, 2009
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In: Bad Heilbrunn : Verlag Julius Klinkhardt 2009, 282 S. - (Klinkhardt forschung) (2009)
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Checkpoint Literacy. Tagungsband 2 zum 15. Europäischen Lesekongress 2007 in Berlin
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Europäischer Lesekongress (15 : 2007 : Berlin). - : Deutsche Gesellschaft für Lesen und Schreiben, 2008. : Berlin, 2008. : pedocs-Dokumentenserver/DIPF, 2008
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In: Berlin : Deutsche Gesellschaft für Lesen und Schreiben 2008, 328 S. - (DGLS-Beiträge; 8) (2008)
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