Effects and student perceptions of collaborative writing in L2
By A. Shehadeh. 2011
390 citations recorded by the source corpus.
Subfields: Developmental and Educational Psychology, Language and Linguistics, Literature and Literary Theory
View Paper: https://www.semanticscholar.org/paper/ee11d92ba0f21dc291c66e0bde37d80d61f47e31
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In Developmental and Educational Psychology
In Language and Linguistics
In Literature and Literary Theory
Citations in the corpus
- Assessment as learning: examining a cycle of teaching, learning, and assessment of writing in the portfolio-based classroom (2016, background): “…the longer term, collaboration in constructing portfolios can also foster self-reflective skills via extended focus on particular linguistic features and rhetorical patterns, given students need to learn how to give feedback to their peers and/or respond to commentary from teachers (Shehadeh 2011).”
- The effect of collaborative writing in an EFL secondary setting (2019, methodology): “Some authors have reported no differences in writing ratings (McDonough & García Fuentes, 2015; McDonough et al., 2018), while others (Khatib & Meihami, 2015; Shehadeh, 2011) have found benefits for content, organization, vocabulary, mechanics and grammar after sustained and prolonged collaboration.”