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It is like a friend to me: Critical usage of automated feedback systems by self-regulating English learners in higher education
16 references·0 citing·43 second hop
It is like a friend to me: Critical usage of automated feedback systems by self-regulating English learners in higher education (2024)It is like a friend to me: Critical usage…Thematic Analysis: A Practical Guide (2022)Thematic Analysis: A Practica…Student engagement with automated written corrective feedback (AWCF) provided by Grammarly: A multiple case study (2020)Student engagement with autom…Engaging with automated writing evaluation (AWE) feedback on L2 writing: Student perceptions and revisions (2020)Engaging with automated writi…Effects of self-assessment on self-regulated learning and self-efficacy: Four meta-analyses (2017)Effects of self-assessment on…Feedback research revisited. (2013)Feedback research revisited.Situational interest, computer self‐efficacy and self‐regulation: Their impact on student engagement in distance education (2011)Situational interest, compute…International Student Security (2010)International Student SecuritySecond language acquisition, teacher education and language pedagogy (2009)Second language acquisition, …Beyond the design of automated writing evaluation: Pedagogical practices and perceived learning effectiveness in EFL writing classes (2008)Beyond the design of automate…What drives a successful e-Learning? An empirical investigation of the critical factors influencing learner satisfaction (2007)What drives a successful e-Le…The Power of Feedback (2007)The Power of FeedbackAttaining Self-Regulation (2000)Attaining Self-RegulationFeedback and Self-Regulated Learning: A Theoretical Synthesis (1995)Feedback and Self-Regulated L…Focus Groups: A Practical Guide for Applied Research (1989)Focus Groups: A Practical Gui…Language as social semiotic : the social interpretation of language and meaning (1978)Language as social semiotic :…Self-efficacy: Toward a unifying theory of behavioral change. (1977)Self-efficacy: Toward a unify…A Theory of Goal Setting and Task Performance (1991)Self-efficacy: the exercise of control (1997)Self-Efficacy: The Exercise of Control (1999)Becoming a Self-Regulated Learner: An Overview (2002)Motivational Beliefs, Values, and Goals (2002)Judgment under Uncertainty: Heuristics and Biases (1974)Judgment under Uncertainty: Heuristics and Biases (1975)A social cognitive view of self-regulated academic learning. (1989)Assessment and Classroom Learning (1998)Formative assessment and self‐regulated learning: a model and seven principles of good feedback practice (2006)A Cognitive Model of the Antecedents and Consequences of Satisfaction Decisions (1980)Perceived Usefulness, Perceived Ease of Use, and User Acceptance of Information Technology (1989)User Acceptance of Computer Technology: A Comparison of Two Theoretical Models (1989)The Effectiveness of Blended Learning in Health Professions: Systematic Review and Meta-Analysis (2016)Pembelajaran Daring di Tengah Wabah Covid-19 (2020)Pembelajaran Online di Tengah Pandemi Covid-19 (2020)Social Foundations of Thought and Action : A Social Cognitive Theory (1985)Social Cognitive Theory: An Agentic Perspective (2001)Online learning: Adoption, continuance, and learning outcome—A review of literature (2018)Learner Engagement in Blended Learning Environments: A Conceptual Framework (2019)Trends in Educational Research about e-Learning: A Systematic Literature Review (2009–2018) (2020)Self-efficacy mechanism in human agency. (1982)Intrinsic Motivation and Self-Determination in Human Behavior (1985)Investigating Self-Regulation and Motivation: Historical Background, Methodological Developments, and Future Prospects (2008)Developing the theory of formative assessment (2009)The development of student feedback literacy: enabling uptake of feedback (2018)Preferred reporting items for systematic reviews and meta-analyses: the PRISMA Statement. (2009)Fusing self-regulated learning and formative assessment: a roadmap of where we are, how we got here, and where we are going (2018)A Critical Review of Research on Student Self-Assessment (2019)A review of feedback models and typologies: Towards an integrative model of feedback elements (2021)Eight ways to get a grip on intercoder reliability using qualitative-based measures (2022)Thematic Analysis (2022)Using framework analysis methods for qualitative research: AMEE Guide No. 164 (2023)Reporting guidelines for qualitative research: a values-based approach (2024)Genre as social action (1984)Manifesto for a Relational Sociology (1997)The Language of Evaluation: Appraisal in English (2005)The methodology of Focus Groups: the importance of interaction between research participants (1994)Series: Practical guidance to qualitative research. Part 3: Sampling, data collection and analysis (2017)The use of focus group discussion methodology: Insights from two decades of application in conservation (2018)From Intentions to Actions: A Theory of Planned Behavior (1985)The theory of planned behavior (1991)Universals in the Content and Structure of Values: Theoretical Advances and Empirical Tests in 20 Countries (1992)
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References

  • 1977Self-efficacy: Toward a unifying theory of behavioral change.43,875 cited
  • 1989Focus Groups: A Practical Guide for Applied Research15,489 cited
  • 2007The Power of Feedback12,871 cited
  • 2000Attaining Self-Regulation6,046 cited
  • 1978Language as social semiotic : the social interpretation of language and meaning5,795 cited
  • 2022Thematic Analysis: A Practical Guide5,433 cited
  • 1995Feedback and Self-Regulated Learning: A Theoretical Synthesis3,321 cited
  • 2007What drives a successful e-Learning? An empirical investigation of the critical factors influencing learner satisfaction2,726 cited
  • 2011Situational interest, computer self‐efficacy and self‐regulation: Their impact on student engagement in distance education785 cited
  • 2017Effects of self-assessment on self-regulated learning and self-efficacy: Four meta-analyses711 cited
  • 2013Feedback research revisited.494 cited
  • 2020Student engagement with automated written corrective feedback (AWCF) provided by Grammarly: A multiple case study363 cited
  • 2010International Student Security309 cited
  • 2008Beyond the design of automated writing evaluation: Pedagogical practices and perceived learning effectiveness in EFL writing classes303 cited
  • 2009

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Second language acquisition, teacher education and language pedagogy
291 cited
  • 2020Engaging with automated writing evaluation (AWE) feedback on L2 writing: Student perceptions and revisions226 cited
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