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Copyright (c) 2023 Fahri Haswani, Yeni Erlita, Rika

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References
- Anderson, J. (2017) ‘Peer needs analysis.’ English Teaching Professional. Issue 113
- Bamford, J., & Day, R. R. (2004). Extensive reading activities for teaching language.
- Cambridge, England: Cambridge University Press.
- Bui, T.X.T.,Ha, Y.N.,Nguyen, T.B.U, Nguyen, V.U.T, Ngo, T.C.T. (2021). A study on
- collaborative online learning among EFL students in Van Lang University (VLU).
- AsiaCall .Online Journal, 12(3), 9-21. Reyrueved from https://asiacall.info/acoj/index.php/journal/article/view/32
- Carrell, P. L., & Carson, J. G. (1997). Extensive and intensive reading in an EAP setting.
- English for specific purposes, 16(1), 47-60.
- Fang, Q. (1999). Getting Chinese Students Involved in Reading Activities–Some
- Modifications and Techniques for Improving Intensive Reading.
- Asian Englishes, 2(1), 108-120.
- Flowerdew, J. (2016). English for Specific Academic Purposes (ESAP) Writing:
- Making the case. Writing & Pedagogy, 8(1).
- Hattie, J. and H. Timperley. 2007. The power of feedback. Review of
- Educational Research 77, no. 1: 81–112.
- Kulik, J. A., & Kulik, C. C. (1988). Timing of feedback and verbal learning.
- Review of Educational Research, 58, 79–97.
- Muravev, Y. (2023). Improving Second Language Acquisition by Extensive
- and Analytical Reading in a Digital Environment. Journal of College Reading
- and Learning, 53(1), 3-19.
- Nakanishi, T. (2015). A meta‐analysis of extensive reading research.
- Tesol Quarterly, 49(1), 6-37.
- Ro, E. (2023). Changing practices of instruction-giving in video-mediated
- interaction for an extensive reading book club. Computer Assisted
- Language Learning, 1-33.
- Yuhanna, I. ., Alexander, A. ., & Kachik, A. . (2020). Advantages and
- disadvantages of Online Learning. Journal Educational Verkenning, 1(2), 13-19.
- https://doi.org/10.48173/jev.v1i2.54
References
Anderson, J. (2017) ‘Peer needs analysis.’ English Teaching Professional. Issue 113
Bamford, J., & Day, R. R. (2004). Extensive reading activities for teaching language.
Cambridge, England: Cambridge University Press.
Bui, T.X.T.,Ha, Y.N.,Nguyen, T.B.U, Nguyen, V.U.T, Ngo, T.C.T. (2021). A study on
collaborative online learning among EFL students in Van Lang University (VLU).
AsiaCall .Online Journal, 12(3), 9-21. Reyrueved from https://asiacall.info/acoj/index.php/journal/article/view/32
Carrell, P. L., & Carson, J. G. (1997). Extensive and intensive reading in an EAP setting.
English for specific purposes, 16(1), 47-60.
Fang, Q. (1999). Getting Chinese Students Involved in Reading Activities–Some
Modifications and Techniques for Improving Intensive Reading.
Asian Englishes, 2(1), 108-120.
Flowerdew, J. (2016). English for Specific Academic Purposes (ESAP) Writing:
Making the case. Writing & Pedagogy, 8(1).
Hattie, J. and H. Timperley. 2007. The power of feedback. Review of
Educational Research 77, no. 1: 81–112.
Kulik, J. A., & Kulik, C. C. (1988). Timing of feedback and verbal learning.
Review of Educational Research, 58, 79–97.
Muravev, Y. (2023). Improving Second Language Acquisition by Extensive
and Analytical Reading in a Digital Environment. Journal of College Reading
and Learning, 53(1), 3-19.
Nakanishi, T. (2015). A meta‐analysis of extensive reading research.
Tesol Quarterly, 49(1), 6-37.
Ro, E. (2023). Changing practices of instruction-giving in video-mediated
interaction for an extensive reading book club. Computer Assisted
Language Learning, 1-33.
Yuhanna, I. ., Alexander, A. ., & Kachik, A. . (2020). Advantages and
disadvantages of Online Learning. Journal Educational Verkenning, 1(2), 13-19.