Examining simultaneous pausing on the cognitive writing process: a micro-formative writing assessment
Author:
Funder
Major Humanities and Social Sciences Research Projects in Zhejiang higher education institutions
Publisher
Springer Science and Business Media LLC
Subject
General Psychology
Link
https://link.springer.com/content/pdf/10.1007/s12144-023-04429-z.pdf
Reference42 articles.
1. Archila, P., Molina, J., Danies, G., de Mejia, A., & Restrepo, S. (2021). Using Formal Formative Assessment (FFA) to promote undergraduates’ Bilingual Written Scientific Argumentation (BWSA). International Journal of Bilingual Education and Bilingualism, 25(9), 3137–315. https://doi.org/10.1080/13670050.2021.2021386
2. Beck, S., Jones, K., & Smith, H. (2020). Scaffolding students’ writing process through dialogic assessment. Assessing Writing, 63(6), 651–660. https://doi.org/10.1002/jaal.1039
3. Bowen, N., & Thomas, N. (2020). Manipulating texture and cohesion in academic writing: A keystroke logging study. Journal of Second Language Writing, 50(6), 29–51. https://doi.org/10.1016/j.jslw.2020.100773
4. Bowles, M., & Gastanaga, K. (2022). Heritage, second and third language learner processing of written corrective feedback: Evidence from think-alouds. Studies in Second Language Learning and Teaching, 12(4), 675–696. https://doi.org/10.14746/ssllt
5. Colognesi, S., Vassart, C., Blondeau, B., & Coertjens, L. (2020). Formative peer assessment to enhance primary school pupils’ oral skills: Comparison of written feedback without discussion or oral feedback during a discussion. Studies in Educational Evaluation, 67(6), 68–79. https://doi.org/10.1016/j.stueduc.2020.100917
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