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The effects of an augmented-reality ubiquitous writing application: a comparative pilot project for enhancing EFL writing instruction

Computer assisted language learning, 2022-07, Vol.35 (5-6), p.989-1030

2022

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Learner engagement with automated feedback, peer feedback and teacher feedback in an online EFL writing context

System (Linköping), 2020-07, Vol.91, p.102247-14, Article 102247

2020

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Impact of automated writing evaluation on teacher feedback, student revision, and writing improvement

Computer assisted language learning, 2022-05, Vol.35 (4), p.605-634

2022

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An investigation on the use of automated feedback in Turkish EFL students' writing classes

Computer assisted language learning, 2024-05, Vol.37 (4), p.961-985

2024

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Exploring the impact of wiki-mediated collaborative writing on EFL students' writing performance, writing self-regulation, and writing self-efficacy: a mixed methods study

Computer assisted language learning, 2022-12, Vol.35 (9), p.2627-2674

2022

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Examining the impact of flipped classroom on writing complexity, accuracy, and fluency: a case of EFL students

Computer assisted language learning, 2022-09, Vol.35 (7), p.1668-1706

2022

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How effectively can EFL students use automated written corrective feedback (AWCF) in research writing?

Computer assisted language learning, 2022-12, Vol.35 (9), p.2312-2331

2022

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Does a Process-Genre Approach Help Improve Students' Argumentative Writing in English as a Foreign Language? Findings From an Intervention Study

Reading & writing quarterly, 2020-07, Vol.36 (4), p.339-364

2020

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Free from demotivation in EFL writing: the use of online flipped writing instruction

Computer assisted language learning, 2020-05, Vol.33 (4), p.353-387

2020

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Using automated written corrective feedback in the writing classrooms: effects on L2 writing accuracy

Computer assisted language learning, 2023-05, Vol.36 (4), p.584-607

Barrot, Jessie S.

2023

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Exploring the relationship between EFL students’ writing performance and activity theory related influencing factors in the blended learning context

PloS one, 2024-06, Vol.19 (6), p.e0305668

2024

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Examining the Effectiveness of Peer Feedback in Second Language Writing: A Meta-Analysis

TESOL quarterly, 2023-12, Vol.57 (4), p.1115-1138

2023

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Effects of Web-Based Collaborative Writing on Individual L2 Writing Development

Language learning & technology, 2016-02, Vol.20 (1), p.79

2016

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Internet-Mediated Joint Construction: Engaging Second Language Learners in Synchronous Online Writing Instruction Through ClassIn

RELC journal, 2024-04, Vol.55 (1), p.198-208

2024

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English writing instruction in Iran: Implications for second language writing curriculum and pedagogy

Journal of second language writing, 2016-06, Vol.32, p.81-87

Naghdipour, Bakhtiar

2016

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Collaborative writing in L2 classrooms: A research agenda

Language teaching, 2023-01, Vol.56 (1), p.94-112

2023

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Dynamic Assessment of L2 Writing: Exploring the Potential of Rubrics as Mediation in Diagnosing Learner Emerging Abilities

TESOL quarterly, 2022-12, Vol.56 (4), p.1191-1217

2022

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Exploring the integration of automated feedback among lower-proficiency EFL learners

Innovation in language learning and teaching, 2020-01, Vol.14 (1), p.15-26

2020

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Metacognition and Metacognitive Instruction in Second Language Writing Classrooms

TESOL quarterly, 2018-12, Vol.52 (4), p.1085-1097

2018

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Peer feedback in second language writing (2005–2014)

Language teaching, 2016-10, Vol.49 (4), p.461-493

2016

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The impact of L2 writing instructional approaches on student writing motivation and engagement

Language teaching research : LTR, 2023-07, Vol.27 (4), p.958-973

2023

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Interactive-whiteboard-technology-supported collaborative writing: Writing achievement, metacognitive activities, and co-regulation patterns

System (Linköping), 2021-04, Vol.97, p.102426, Article 102426

Teng, Mark Feng

2021

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Investigating the Operating Mechanisms of the Sources of L2 Writing Self-Efficacy at the Stages of Giving and Receiving Peer Feedback

The Modern language journal (Boulder, Colo.), 2019-12, Vol.103 (4), p.831-847

2019

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Data‐driven learning: English as a foreign language writing and complexity, accuracy and fluency measures

Journal of computer assisted learning, 2023-08, Vol.39 (4), p.1382-1395

Sahin Kizil, Aysel

2023

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Revisiting Teacher Feedback in EFL Writing from Sociocultural Perspectives

TESOL quarterly, 2014-03, Vol.48 (1), p.201-213

Lee, Icy

2014

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