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Direct linkLatifi, Saeed; Noroozi, Omid; Talaee, Ebrahim – British Journal of Educational Technology, 2021
This study compared the effects of support for peer feedback, peer feedforward and their combination on students' peer learning processes, argumentative essay quality and domain-specific learning. Participants were 86 BSc students who were randomly divided over 43 dyads. These dyads, in a two-factorial experimental design, were assigned to four…
Descriptors: Peer Relationship, Feedback (Response), Persuasive Discourse, Essays
Lyn Lim; Maria Bannert; Joep van der Graaf; Yizhou Fan; Mladen Rakovic; Shaveen Singh; Inge Molenaar; Dragan Gaševic – British Journal of Educational Technology, 2024
Scaffolds that support self-regulated learning (SRL) have been found to improve learning outcomes. The effects of scaffolds can differ depending on how learners use them and how specific scaffolds might influence learning processes differently. Personalized scaffolds have been proposed to be more beneficial for learning due to their adaptivity to…
Descriptors: Learning Processes, Scaffolding (Teaching Technique), Comparative Analysis, Undergraduate Students
Jiang, Yaoyi – British Journal of Educational Technology, 2015
The Report of Chinese Students' English Writing Ability (2014) focuses on the Chinese students' English writing in the automated essay-evaluation context. The data and samples are primarily from a national-wide writing project involving 300,814 English as a Foreign Language participants from 452 schools in China during a period of April 10 to May…
Descriptors: Foreign Countries, Writing Ability, Essays, English (Second Language)
