This work is licensed under the Creative Commons Attribution 4.0 International License.
T. Qian, Xingyu Chen, Yanli Xin, et al. (2022). Resilient Decentralized Optimization of Chance Constrained Electricity-gas Systems over Lossy Communication Networks . Energy, 239, 122158.Search in Google Scholar
T. Qian, Y. Liu, W. H Zhang, et al. (2020). Event-Triggered Updating Method in Centralized and Distributed Secondary Controls for Islanded Microgrid Restoration. IEEE Transactions on Smart Gird, 11(2), 1387-1395.Search in Google Scholar
Ch Fang, Yn Tao, Jg Eang, et al. (2021). Mapping Relation of Leakage Currents of Polluted Insulators and Discharge Arc Area frontiers in energy research. Lovatt Anna. “Radical Antinomies: Drawing and Conceptual Art.” A Companion to Contemporary Drawing, 309-324.Search in Google Scholar
Zhou Wenhai. (2020). Chinese Independent Animation: Renegotiating Identity in Modern China. Springer Nature.Search in Google Scholar
Dressler Roswita, et al. (2019). Quantity and quality of uptake: Examining surface and meaning-level feedback provided by peers and an instructor in a graduate research course. Assessing Writing, 39, 14-24.Search in Google Scholar
Jiang Lianjiang. (2018). Digital multimodal composing and investment change in learners’ writing in English as a foreign language. Journal of Second Language Writing,40, 60-72.Search in Google Scholar
Carless David. (2022). From teacher transmission of information to student feedback literacy: Activating the learner role in feedback processes. Active Learning in Higher Education, 23.2, 143-153.Search in Google Scholar
Zhu Qiyun and David Carless. (2018). Dialogue within peer feedback processes: Clarification and negotiation of meaning. Higher Education Research & Development, 37.4, 883-897.Search in Google Scholar
Ramírez Balderas Irais and Patricia María Guillén Cuamatzi. (2018). Self and peer correction to improve college students’ writing skills. Profile Issues in TeachersProfessional Development, 20.2, 179-194.Search in Google Scholar
Zhang Zhe Victor and Ken Hyland. (2018). Student engagement with teacher and automated feedback on L2 writing. Assessing Writing, 36, 90-102.Search in Google Scholar
Feliciani Thomas, et al. (2019). A scoping review of simulation models of peer review. Scientometrics, 121.1, 555-594.Search in Google Scholar
Kacetl Jaroslav and Blanka Klímová. (2019). Use of smartphone applications in english language learning-A challenge for foreign language education. Education Sciences, 9.3, 179.Search in Google Scholar
Teng Feng. (2020). Tertiary-level students’ English writing performance and metacognitive awareness: A group metacognitive support perspective. Scandinavian Journal of Educational Research, 64.4, 551-568.Search in Google Scholar
Arslan Abdullah. (2020). A systematic review on flipped learning in teaching English as a foreign or second language. Journal of Language and Linguistic Studies, 16.2, 775-797.Search in Google Scholar
O’Doherty Diane, et al. (2018). Barriers and solutions to online learning in medical education–an integrative review. BMC medical education,18.1, 1-11.Search in Google Scholar
Lin Jian-Wei, et al. (2021). Peer assessment with group awareness tools and effects on project-based learning. Interactive Learning Environments, 29.4, 583-599.Search in Google Scholar
Filius Renée M., et al. (2018). Strengthening dialogic peer feedback aiming for deep learning in SPOCs. Computers & Education, 125, 86-100.Search in Google Scholar
Sánchez Rodríguez Isabel, Teemu Makkonen and Allan M. Williams. (2019). Peer review assessment of originality in tourism journals: critical perspective of key gatekeepers. Annals of Tourism Research, 77, 1-11.Search in Google Scholar
Baldwin Melinda. (2018). Scientific autonomy, public accountability, and the rise of “peer review” in the Cold War United States. Isis, 109.3, 538-558.Search in Google Scholar
Fan Yumei and Jinfen Xu. (2020). Exploring student engagement with peer feedback on L2 writing. Journal of Second Language Writing,50, 100775.Search in Google Scholar
Turmudi Dedi. (2020). English Scholarly Publishing Activities in the Industrial Revolution 4.0: What, Why, and How?. English Language Teaching Educational Journal, 3.1, 52-63.Search in Google Scholar
Lackéus Martin and Karen Williams Middleton. (2018). Assessing experiential entrepreneurship education: Key insights from five methods in use at a venture creation programme. Experiential learning for entrepreneurship. Palgrave Macmillan, Cham, 19-49.Search in Google Scholar
Murray Dakota, et al. (2019). Author-reviewer homophily in peer review. BioRxiv, 400515.Search in Google Scholar
Wang Jun, Na An and Clare Wright. (2018). Enhancing beginner learners’ oral proficiency in a flipped Chinese foreign language classroom. Computer Assisted Language Learning, 31.5-6, 490-521.Search in Google Scholar
Sumtsova Olga, et al. (2018). Collaborative learning at engineering universities: Benefits and challenges. International Journal of Emerging Technologies in Learning (iJET), 13.1, 160-177.Search in Google Scholar
Fathi Jalil, Mohammad Ahmadnejad and Nouroddin Yousofi. (2019). Effects of blog-mediated writing instruction on L2 writing motivation, self-efficacy, and self-regulation: a mixed methods study. Journal of Research in Applied Linguistics,10.2, 159-181.Search in Google Scholar
Fazel Ismaeil. (2018). Emerging scholars’ socialization into scholarly publication: Negotiating identities and investments in a neoliberal era. Diss. University of British Columbia.Search in Google Scholar
Prasetyawati, Octana Ayu and Priyatno Ardi. (2020). Integrating Instagram into EFL Writing to Foster Student Engagement. Teaching English with Technology, 20.3, 40-62.Search in Google Scholar
Wang Wei and Ju Zhan. (2020). The relationship between English language learner characteristics and online self-regulation: A structural equation modeling approach. Sustainability, 12.7, 3009.Search in Google Scholar
Sun Ting and Chuang Wang. (2020). College students’ writing self-efficacy and writing self-regulated learning strategies in learning English as a foreign language. System 90, 102221.Search in Google Scholar
Yu Shulin, et al. (2019). Understanding student engagement with peer feedback on master’s theses: A Macau study. Assessment & Evaluation in Higher Education,44.1, 50-65.Search in Google Scholar
Deane Paul. (2018). The challenges of writing in school: Conceptualizing writing development within a sociocognitive framework. Educational Psychologist, 53.4, 280-300.Search in Google Scholar
Zhang Zhe. (2022). Promoting student engagement with feedback: insights from collaborative pedagogy and teacher feedback. Assessment & Evaluation in Higher Education, 47.4, 540-555.Search in Google Scholar
Li Mimi. (2020). Multimodal pedagogy in TESOL teacher education: students’ perspectives. System, 94, 102337.Search in Google Scholar
Webb Marie and Evelyn Doman. (2020). Impacts of flipped classrooms on learner attitudes towards technology-enhanced language learning. Computer Assisted Language Learning, 33.3, 240-274.Search in Google Scholar