Contextualizing synchronous online EFL classroom assessment: A face saving perspective
Author:
Funder
University of Economics Ho Chi Minh City (UEH University), Vietnam
Publisher
Springer Science and Business Media LLC
Link
https://link.springer.com/content/pdf/10.1007/s10639-024-12849-y.pdf
Reference78 articles.
1. Adie, L., Willis, J., & Van Der Kleij, F. (2018). Diverse perspectives on student agency in classroom assessment. The Australian Educational Researcher, 45(1), 1–12. https://doi.org/10.1007/s13384-018-0262-2
2. Aporbo, R. J., Barabag, J. M. C., Catig, B. U., & Claveria, P., C. M. P (2024). Face-threatening and face-saving speech acts of teachers: A discourse analysis of classroom interactions. World Journal of English Language, 14(3), 413–439. https://doi.org/10.5430/wjel.v14n3p413
3. Arnold, J. (2022). Prioritising students in Assessment for Learning: A scoping review of research on students’ classroom experience. Review of Education, 10(3), e3366. https://doi.org/10.1002/rev3.3366
4. Bale, R., & Pazio Rossiter, M. (2023). The role of cultural and linguistic factors in shaping feedback practices: The perspectives of international higher education teaching staff. Journal of Further and Higher Education, 47(6), 810–821. https://doi.org/10.1080/0309877X.2023.2188179
5. Berggren, J. (2019). Writing, reviewing and revising: Peer feedback in lower secondary EFL classrooms. Stockholm University.
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