| 2021-05 |
Relationship-building and language-oriented peer feedback—Fostering positive dynamics and feedback literacy in an EFL writing classroom |
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web page(758) |
| 2019-07 |
Learning experience reigns – Taiwanese learners’ motivation in learning eight additional languages as compared to English |
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| 2018-02 |
A GEARed peer feedback model and implications for learning facilitation |
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pdf(641) |
| 2018-01 |
大學的英語學分學程—台灣各校概況整理與政治大學個案之歷史回顧 |
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pdf(497) |
| 2018 |
A GEARed peer feedback model and implications for learning facilitation |
article |
pdf(733) |
| 2016-07 |
Understanding learners` self-assessment and self-feedback on their foreign language speaking performance |
article |
pdf(815) |
| 2016-04 |
No longer a teacher monologue – Involving EFL writing learners in teachers’ assessment and feedback processes |
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pdf(739) |
| 2016-03 |
An action research on fostering critical thinking in EFL writing through formative assessment and feedback |
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pdf(955) |
| 2015-11 |
Setting writing revision goals after assessment for learning |
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pdf(698) |
| 2015-05 |
Understanding learners` self-assessment and self-feedback on their foreign language speaking performance |
article |
web page(1864) |
| 2015 |
Motivating Revision by Integrating Feedback Into Revision Instructions |
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pdf(1164) |
| 2008 |
Assessing motivation and learning strategies using the Motivated Strategies for Learning Questionnaire in a foreign language learning context |
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pdf(2119) |
