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How Teachers Affect Students' Online Participation in EFL Courses in Uruguay
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Cecilia Aguerrebere; Monica Bulger; Cristóbal Cobo; Sofía García; Gabriela Kaplan; Jacob Whitehill – Computer-Based Learning in Context, 2020
We analyze teachers' written feedback to students in an online learning environment, specifically a setting in which high school students in Uruguay are learning English as a foreign language with both a classroom teacher and a remote teacher. We explored which factors are associated with greater student participation. How complex should teachers'…
Descriptors: Teacher Influence, Written Language, Feedback (Response), Online Courses