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Sin-Wang Chong
Sin-Wang Chong
Director of Research & Director of Impact and Innovation, University of St Andrews
Bestätigte E-Mail-Adresse bei st-andrews.ac.uk - Startseite
Titel
Zitiert von
Zitiert von
Jahr
Reconsidering student feedback literacy from an ecological perspective
SW Chong
Assessment & Evaluation in Higher Education 46 (1), 92-104, 2021
2272021
A meta systematic review of artificial intelligence in higher education: a call for increased ethics, collaboration, and rigour
M Bond, H Khosravi, M De Laat, N Bergdahl, V Negrea, E Oxley, P Pham, ...
International Journal of Educational Technology in Higher Education 21 (1), 4, 2024
1942024
Technology-mediated task-based language teaching: A qualitative research synthesis
SW Chong, H Reinders
Language Learning and Technology 24 (3), 70, 2020
1632020
College students’ perception of e-feedback: a grounded theory perspective
SW Chong
Assessment & Evaluation in Higher Education, 2019
812019
A typology of secondary research in Applied Linguistics
SW Chong, L Plonsky
Applied Linguistics Review 15 (4), 1569-1594, 2024
722024
Autonomy of English language learners: A scoping review of research and practice
SW Chong, H Reinders
Language Teaching Research 29 (2), 607-632, 2025
712025
Ecological systems theory and second language research
SW Chong, T Isaacs, J McKinley
Language Teaching 56 (3), 333-348, 2023
662023
A primer on qualitative research synthesis in TESOL
SW Chong, L Plonsky
TESOL Quarterly 55 (3), 1024-1034, 2021
632021
A methodological review of qualitative research syntheses in CALL: The state-of-the-art
SW Chong, H Reinders
System 103, 102646, 2021
562021
Three paradigms of classroom assessment: Implications for written feedback research
SW Chong
Language Assessment Quarterly 15 (4), 330-347, 2018
562018
How students' ability levels influence the relevance and accuracy of their feedback to peers: A case study
I Chong
Assessing Writing 31, 13-23, 2017
542017
Learner engagement with written corrective feedback in ESL and EFL contexts: a qualitative research synthesis using a perception-based framework
R Shen, SW Chong
Assessment & Evaluation in Higher Education 48 (3), 276-290, 2023
502023
A methodological review of systematic literature reviews in higher education: Heterogeneity and homogeneity
SW Chong, TJ Lin, Y Chen
Educational Research Review 35, 100426, 2022
482022
A critical review of design features of LMOOCs
SW Chong, MA Khan, H Reinders
Computer Assisted Language Learning 37 (3), 389-409, 2024
442024
Open scholarship in applied linguistics: What, why, and how
M Liu, SW Chong, E Marsden, K McManus, K Morgan-Short, AH Al-Hoorie, ...
Language Teaching 56 (3), 432-437, 2023
392023
A systematic review of written corrective feedback research in ESL/EFL contexts
SW Chong
Language Education & Assessment 2 (2), 57-69, 2019
362019
A systematic review of written corrective feedback research in ESL/EFL contexts
SW Chong
Language Education & Assessment 2 (2), 57-69, 2019
362019
Interplay among technical, socio-emotional and personal factors in written feedback research
I Chong
Assessment & Evaluation in Higher Education 43 (2), 185-196, 2018
322018
The role of feedback literacy in written corrective feedback research: from feedback information to feedback ecology
SW Chong
Cogent Education 9 (1), 2082120, 2022
302022
Improving peer-review by developing reviewers’ feedback literacy
SW Chong
Learned Publishing, 2021
302021
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