Testing the interplay among peer feedback, self-regulation, and writing performance: a cross-lagged analysis

Guardado en:

Detalles Bibliográficos
Publicado en:	Language Testing in Asia vol. 15, no. 1 (Dec 2025), p. 60
Autor principal:	Zhan, Ying
Otros Autores:	Teng, Mark Feng
Publicado:	Springer Nature B.V.
Materias:	Language Behavior Feedback Collaboration Memory Writing tests College students Student writing English as a second language learning Foreign language learning Distance learning Second language writing Cognition & reasoning Regulation Learning outcomes Peers Empowerment Pragmatics Self-efficacy Metacognition Writing Self control English as a second language Foreign languages Peer review English language Self regulation Scholarship Innovations Research applications Emotional Adjustment Achievement Need Learning Strategies Educational Methods Cognitive Processes Learner Controlled Instruction English (Second Language) Cooperative Learning Language Aptitude Goal Orientation Feedback (Response) Beliefs Collaborative Writing Elementary School Students Expectation Electronic Learning Artificial Intelligence Individual Differences Grounded Theory English Learners Language Processing Educational Environment Cognitive Ability Learner Engagement Educational Strategies
Acceso en línea:	Citation/Abstract Full Text Full Text - PDF
Etiquetas:	Agregar Etiqueta Sin Etiquetas, Sea el primero en etiquetar este registro!

Sea el primero en dejar un comentario!