Fanguy M 1

1. Peer editing using shared online documents: the effects of comments and track changes on student L2 academic writing quality
2. The interaction of collaboration, note-taking completeness, and performance over 10 weeks of an online course
3. A protocol for analyzing repeated measures of online group behavior
4. Individual versus collaborative note-taking: Results of a quasi-experimental study on student note completeness, test performance, and academic writing
5. Analyzing collaborative note-taking behaviors and their relationship with student learning through the collaborative encoding-storage paradigm
6. The moderating effects of total comments on the relationship between comment implementation and online peer-supported writing performance
7. Analysing online peer editing behaviours and their relationship with students’ short-term and long-term writing improvement
8. Correction to: The impact of different peer feedback types on student academic writing performance from dyadic and individual analyses (Education and Information Technologies, (2025), 30, 5, (6339-6366), 10.1007/s10639-024-13032-z)
9. The impact of different peer feedback types on student academic writing performance from dyadic and individual analyses
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