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Adams, V. A. (1971). A study of the effects of two methods of teaching composition to twelfth graders. University of Illinois, Champaign-Urbana, Illinois.
Albuquerque-Matos, F. (2018). Argumentative writing as a collaborative activity. Columbia university, New York City, New York.
Allen, L. K., Crossley, S. A., Snow, E. L., & McNamara, D. S. (2014). L2 writing practice: Game enjoyment as a key to engagement. Language Learning & Technology, 18(2), 124-150.
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Bair, R. J. (1990). The effects of word processing on the writing output of emotionally disturbed students. University of South Florida, St. Petersburg, Florida.
Baird, K. L. (1981). Self efficacy, attribution and student performance. Stanford University, Ann Arbor, Michigan.
Barton, H. (2018). Writing, collaborating, and cultivating: building writing self-efficacy and skills through a student-centric, student-led writing center. Kennesaw State University, Kennesaw, Georgia.
Bean, T. W., & Steenwyk, F. L. (1984). The effect of three forms of summarization instruction on sixth graders’ summary writing and comprehension. Journal of Literacy Research, 16(4), 297–306. https://doi.org/10.1080/10862968409547523
Benson, N. (1979). The effects of peer feedback during the writing process on writing performance, revision behavior and attitude toward writing. University of Colorado, Boulder, Colorado.
Benton, S., Glover, J., & Plake, B. (1984). Employing adjunct aids to facilitate elaboration in writing. Research in the Teaching of English, 18(2), 189–200. https://www.jstor.org/stable/40170988
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Bouwer, R., Koster, M., & van den Bergh, H. (2018). Effects of a strategy-focused instructional program on the writing quality of upper elementary students in the Netherlands. Journal of Educational Psychology, 110(1), 58–71. https://doi.org/10.1037/edu0000206
Boykin, A., Evmenova, A. S., Regan, K., & Mastropieri, M. (2019). The impact of a computer-based graphic organizer with embedded self-regulated learning strategies on the argumentative writing of students in inclusive cross-curricula settings. Computers and Education, 137(March), 78–90. https://doi.org/10.1016/j.compedu.2019.03.008
Boyle, J., & Hindman, A. (2015). Scaffolding the persuasive writing of middle school students. Middle Grades Research Journal, 10(3), 43–59. https://doi.org/10.1080/00220973.1989.10806515
Braaksma, M. A. H., Rijlaarsdam, G., & van den Bergh, H. (2002). Observational learning and the effects of model-observer similarity. Journal of Educational Psychology, 94(2), 405–415. https://doi.org/10.1037/0022-0622.214.171.1245
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Braaksma, M. A. H., Rijlaarsdam G., & van den Bergh, H. (2018). Effects of hypertext writing and observational learning on content knowledge acquisition, self-efficacy, and text quality: Two experimental studies exploring aptitude treatment interactions. Journal of Writing Research, 9(3), 259–300. https://doi.org/10.17239/jowr-2018.09.03.02
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Braaksma, M. A. H. (2002). Observational learning in argumentative writing. University of Amsterdam. Amsterdam, Netherlands.
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Burks, B. A., Haley, E., & Kraska, M. F. Pre-Service Teachers’ Apprehension and Attitudes about Writing.
Buyuktas Kara, M., van Steendam, E., Rijlaarsdam, G., & Kuru, H. (2018). The Effect of two modes of strategy instruction: Modeling vs. presentational. International Online Journal of Education and Teaching, 5(2), 460–495. https://doi.org/iojet.org/index.php/IOJET/article/view/313/247
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