Language Teacher Development in Computer-Mediated Collaborative Work and Digital Peer Assessment: An Innovative Proposal

Ali, H. (2021). Using the course experience questionnaire to assess UAE students’ perceptions of their learning environment. Journal of Educational & Psychological Research, 3(1), 226-233. https://doi.org/10.33140/jeor.03.01.04

Alhabeeb, A., & Rowley, J. (2018). E-learning critical success factors: Comparing perspectives from academic staff and students. Computers and Education, 127, 1-12. https://doi.org/10.1016/j.compedu.2018.08.007

Al-Hoorie, A. H., & Vitta, J.P. (2019). The seven sins of L2 research: A review of 30 journals’ statistical quality and their CiteScore, SJR, SNIP, JCR Impact Factors. Language Teaching Research, 23(6), 727-744. https://doi.org/10.1177/1362168818767191

Almodaires, A. A., Almutaiti, F. M., & Almsaud, T. E. A. (2021). Preservice teachers’ perceptions of the effectiveness of Microsoft Teams for remote learning. International Education Studies, 14(9), 108, 55-69. https://doi.org/10.5539/ies.v14n9p108

Asonitou, S., Mandilas, A., Chytis, E., & Latsou, D. (2018). A Greek evaluation of the course experience questionnaire: Students’ Conception of the teaching quality in higher education accounting studies. International Journal of Business and Economic Sciences Applied Research (IJBESAR), 11(2), 51-62. https://doi.org/10.25103/ijbesar.112.06

Bates, A. W. (2004). Technology, e-learning, and distance education (2^nd ed.). Routledge.

Bates, A. W. (2021). One history of technology and media in distance education. Médiations & Médiatisations, 6, 24-34.

Boud, D., & Falchikov, N. (Eds). (2007). Rethinking assessment in higher education: Learning for the longer term. Routledge.

Brown, M., Hughes, H., Keppell, M., Hard, N., & Smith, L. (2015). Stories from students in their first semester of distance learning. International Review of Research in Open and Distributed Learning, 16(4), 1-17. https://doi.org/10.19173/irrodl.v16i4.1647

Buchal, R., & Songsore, E. (2019). Using Microsoft Teams to support collaborative knowledge building in the context of sustainability assessment. In Proceedings of the Canadian Engineering Education Association (CEEA) (pp. 1-8). Ottawa-Ontario, Canada.

Cabero, J. (2016). Tendencias para el siglo XXI. Spain: Ediciones CEF.

Camacho-Miñano, M. D. M., & del Campo, C.D. (2015). Impacto de la motivación intrínseca en el rendimiento académico a través de trabajos voluntarios: Un análisis empírico. Revista Complutense de Educación, 26(1), 68-80.

Cheng, Y. M. (2020). Students’ satisfaction and continuance intention of the cloud-based-learning systems: Roles of interactivity and course quality factors. Education and Training, 62(9), 1037-1059. https://doi.org/10.1108/ET-10-2019-0245

Cohen, L., Manion, L., & Morrison, K. (2000). Research methods in education. Routledge Falmer.

Delors, J. (1997). La educación encierra un tesoro: Informe a la UNESCO de la Comisión Internacional sobre la educación para el siglo XXI. Santillana.

Ejdys, J. (2021). Factors affecting the adoption of e-learning at university level. WSEAS Transactions on Business and Economics, 18, 313-323. https://doi.org/10.37394/23207.2021.18.32

García Aretio, L. (2019). Necesidad de una educación digital en un mundo digital. RIED. Revista Iberoamericana de Educación a Distancia, 22(2), 9-22. https://doi.org/10.5944/ried.22.2.23911

Herrera-Pavo, M. Á. (2021). Collaborative learning for virtual higher education. Learning, Culture and Social Interaction, 28, 57-70. https://doi.org/10.1016/j.lcsi.2020.100437

Hernández-Sellés, N., Pablo-César Muñoz-Carril, & González-Sanmamed, M. (2019). Computer-supported collaborative learning: An analysis of the relationship between interaction, emotional support and online collaborative tools. Computers and Education, 138, 1-12. https://doi.org/10.1016/j.compedu.2019.04.012

Hewson, E., & Chung, G. W. (2021). Beyond the VLE: Transforming online discussion and collaboration through Microsoft Teams. The International Journal of Management Science and Business Administration, 7(3), 37-45. https://doi.org/10.18775/ijmsba.1849-5664-5419.2014.73.1004

Hsiao, I. Y. T., Yang, S. J. H., & Chu, C. J. (2015). The effects of collaborative models in second life on French learning. Educational Technology Research and Development, 63(5), 645-670. https://doi.org/10.1007/s11423-015-9379-4.

Johnson, D. W., Johnson, R. T., & Stanne, M. B. (2000). Cooperative learning methods: A meta-analysis. University of Minnesota.

Kaur, S., Singh, G., & Garg, A. (2022). Evaluating the relationship between the course experience questionnaire and student satisfaction: A case from India. Journal of Public Affairs, 22(3), 62-80. https://doi.org/10.1002/pa.2471

Kwon, K., Liu, Y., & Johnson, L. (2014). Group regulation and social-emotional interactions observed in computer supported collaborative Learning: Comparison between good vs. poor collaborators. Computers & Education, 78, 185-200. https://doi.org/10.1016/j.compedu.2014.06.004

Martín Monje, E., Vázquez Cano, E., & Fernández, M. (2014). Peer assessment of language learning resources in virtual learning environments with e-rubrics. International Journal of Technology Enhanced Learning, 6(4), 28-41. https://doi.org/10.1504/IJTEL.2014.069018

Misiejuk, K., Wasson, B., & Egelandsdal, K. (2021). Using learning analytics to understand student perception of peer feedback. Computers in Human Behaviour, 117, 106658. https://doi.org/10.1016/j.chb.2020.106659

Nihalani, P. K., Wilson, H. E., Thomas, G., & Robinson, D. H. (2010). What determines high-and low-performing groups? The superstar effect. Journal of Advanced Academics, 21(3), 500-529. https://doi.org/10.1177/1932202X1002100306.

Nistor, N., & Neubauer, K. (2010). From participation to dropout: Quantitative participation patterns in online university courses. Computers & Education, 55(2), 663-672. https://doi.org/10.1016/j.compedu.2010.02.026.

Nwosu, J. C., John, H. C., Izang, A. A., & Akorede, O. J. (2018). Assessment of information communication technology (ICT) competence and literacy skills among undergraduates as a determinant factor of academic achievement. Educational Research and Reviews, 13(15), 582-589. https://doi.org/10.5897/err2018.3539

Pham, L., Limbu, Y. B., Bui, T. K., Nguyen, H. T., & Pham, H. T. (2019). Does e-learning service quality influence e-learning student satisfaction and loyalty? Evidence from Vietnam. International Journal of Educational Technology in Higher Education, 16(1), 62-79. https://doi.org/10.1186/s41239-019-0136-3

Oakley, B., Felder, R. M., Brent, R., & Elhajj, I. (2004). Turning student groups into effective teams. Journal of Student Centered Learning, 2(1), 9-34. https://doi.org/10.1.1.422.8179

Prins, F. J., Sluijsmans, D. M. A., Kirschner, P. A., & Strijbos, J. W. (2005). Formative peer assessment in a CSCL environment: A case study. Assessment and Evaluation in Higher Education, 30(4), 417-444. https://doi.org/10.1080/02602930500099219

Qureshi, M. A., Khaskheli, A., Qureshi, J.A., Raza, S. A., & Yousufi, S.Q. (2021). Factors affecting students’ learning performance through collaborative learning and engagement. Interactive Learning Environments, 7(1), 1-21. https://doi.org/10.1080/10494820.2021.1884886

Rasheed, H. M. W., He, Y., Khalid, J., Khizar, H. M. U., & Sharif, S. (2022). The relationship between e-learning and academic performance of students. Journal of Public Affairs, 22(3), 32-48. https://doi.org/10.1002/pa.2492

Roohani, A., Forootanfar, F., & Hashemian, M. (2017). Effect of input vs. collaborative output tasks on Iranian intermediate efl learners’ grammatical accuracy and willingness to communicate. Journal of Research in Applied Linguistics, 8(2), 71-92. https://doi.org/10.22055/rals.2017.13092

Sadri, E., & Tahririan, M. (2018). Teacher Assisted vs. Peer-Assisted Performances and L2 development: A Mixed Methods Approach. Journal of Research in Applied Linguistics, 9(1), 3-27. https://doi.org/10.22055/erals.2018.13403

Schmitt, L. J., & Weinberger, A. (2018). Computer-supported collaborative learning: Mediated and copresent forms of learning together. In J. Voogt, G. Knezek, & K-W. Lai (Eds.) Second handbook of information technology in primary and secondary education (pp. 217-231). London: Springer.

Seifert, T., & Feliks, O. (2018). Online self-assessment and peer-assessment as a tool to enhance student-teachers’ assessment skills. Assessment & Evaluation in Higher Education, 44(2), 169-185. https://doi.org/10.1080/02602938.2018.1487023

Stančić, M. (2021). Peer assessment as a learning and self-assessment tool: A look inside the black box. Assessment and Evaluation in Higher Education, 46(6), 852-864. https://doi.org/10.1080.02602938.2020.1828267

Teixeria, A.M., Bates, T., & Mota, J. (2019). What future(s) for distance education universities? Towards an open network-based approach. RIED. Revista Iberoamericana de Educación a Distancia, 22(1), 101-122. https://doi.org/10.5944/ried.22.1.22288

Topping, K. J. (2009). Peer assessment. Theory Into Practice, 48(1), 20-27.

Torun, E. D. (2019). Online distance learning in higher education: E-learning readiness as a predictor of academic achievement. Open Praxis, 12(2), 191-205. https://doi.org/10.5944/openpraxis.12.2.1092  

Turebayeva, K., Seitenova, S., Yessenguolva, M., Togaibayeva, A., & Turebayeva, S. (2020). Nurture of multicultularism of future teachers in the process of foreign language teaching. Journal of Research in Applied Linguistics, 11, 13-14.

Ugalde, C. G., Montenegro, H., & Villafaña, L.L. (2012). Análisis de confiabilidad y de validez del instrumento course experience questionnaire (CEQ). Educación y Educadores, 15(1), 8-22. https://doi.org/10.5294/edu.2012.15.1.4

Ullah, M. A., Alam, M. M., Shan-A-Alahi, A., Rahman, M. M., Masum, A. K. M., & Akter, N. (2019). Impact of ICT on students’ academic performance: Applying association rule mining and structured equation modelling. International Journal of Advanced Computer Science and Applications, 10(8), 387-393. https://doi.org/10.14569/ijacsa.2019.0100852

Weller, M. (2022). The rise and development of digital education. In O. Zawacki-Richter & I. Jung (Eds.), Handbook of open, distance, and digital education (pp. 1-17). London: Springer.

Wilson, K. L., Lizzio, A., & Ramsden, P. (1997). The development, validation and application of the course experience questionnaire. Studies in Higher Education, 22(1), 33-53. https://doi.org/10.1080/03075079712331381121

Youseff, A., Dahmani, M., & Ragni, L. (2022). ICT use, digital skills and students’ academic performance: Exploring the digital divide. Information, 13(3), 1-20. https://doi.org/10.3390/info13030129

Zhang, Y., & Aryadoust, V. (2022). A Systematic review of the validity of questionnaires in second language research. Education Sciences, 12(10), 723-745. https://doi.org/10.3390/educsci12100723