L2 Students’ Academic Literacy Development Guided by Teacher Written Feedback: A Writing-to-Learn Perspective

Studie z Aplikované Lingvistiky

Rui Cheng¹  Carine M. Feyten² 

[1] Language, Literacy, and Technology Department, Nazareth College, Rochester, NY;Texas Woman’s University, Denton — Dallas — Houston, TX;

关键词: academic literacy;    applied linguistics;    learning-to-write;    legitimate peripheral participation;    teacher written feedback;    writing-to-learn;   

DOI  :  

来源: DOAJ

【 授权许可】

Unknown