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College students’ perception of e-feedback: A grounded theory perspective
Sin Wang Ivan CHONG
Centre for Language in Education (CLE)
Research output
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Contribution to journal
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Articles
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peer-review
38
Citations (Scopus)
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Dive into the research topics of 'College students’ perception of e-feedback: A grounded theory perspective'. Together they form a unique fingerprint.
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Keyphrases
Student Perceptions
100%
College Students
100%
Written Feedback
100%
Grounded Theory
100%
English as a Second Language
28%
Feedback Practices
28%
Writing Teachers
28%
Hong Kong
14%
International Community
14%
Copyright
14%
Focus Group Interviews
14%
Writing Classroom
14%
Written Reflection
14%
Language Community
14%
Community College
14%
Computer-based Feedback
14%
English as a Second Language Writing
14%
Post-compulsory
14%
Tripartite
14%
Two-source
14%
Video Feedback
14%
Community College Students
14%
Sensory Feedback
14%
Teacher Feedback Practices
14%
Google Docs
14%
Audio Feedback
14%
Process Writing Approach
14%
Social Sciences
English as a Second Language
100%
University Students
100%
Grounded Theory
100%
Community Schools
66%
Hong Kong
33%
UK
33%
Conceptual Framework
33%
Focus Group
33%
Writing Process
33%
Slow Learners
33%
Feedback in English
33%
Psychology
College Students
100%
Focus Group
50%
Conceptual Framework
50%