Chinese EFL Teachers' Written Feedback on Expository Argumentation (EA): a Sociocognitive Perspective
Although teacher written feedback on student writing has become a central topic for second language (L2) writing research, investigations into it have mainly focused on the surface-level errors of student writing. This study, situated in the Chinese EFL context where feedback research is more limite...
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| Format: | Others |
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Auckland University of Technology,
2018-11-23T02:15:10Z.
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| Online Access: | Get fulltext |