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Examining the Impact of Online Labeling on Tutoring Behavior and Its Effect on the English Learning and Motivation of Low-Achieving University Students

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Wu, Ejean; Yang, Shu Ching – Computer Assisted Language Learning, 2016

This study examines the differential impact of tutor labeling vs. non-labeling approaches on the performance; motivation beliefs; and cognitive, social, and teaching presence of low-achieving students. Two interactive tutoring strategy patterns are investigated based on the taxonomical e-moderating model of Salmon. In addition, the tutees' online…

Descriptors: Low Achievement, Student Behavior, Student Attitudes, Intervention