Learners’ engagement with written corrective feedback and their L2 writing performance:
Gespeichert in:
| 1. Verfasser: | |
|---|---|
| Format: | Buch |
| Sprache: | English |
| Veröffentlicht: |
München
LINCOM GmbH
2022
|
| Schriftenreihe: | LINCOM Studies in Language Acquisition
37 |
| Schlagworte: | |
| Online-Zugang: | Inhaltsverzeichnis Inhaltsverzeichnis |
| Beschreibung: | References |
| Beschreibung: | IX, 245 Seiten |
| ISBN: | 9783969390993 |
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Contents ABSTRACT .............................................................................................................................................. I DEDICATION............................................................................................................................................. II LIST OF TABLES..................................................................................................................................... VII LIST OF FIGURES................................................................................................................................. VIII LIST OF ABBREVIATIONS....................................................................................................................IX CHAPTER 1 INTRODUCTION.............................................................................................................. 1 1.1 1.2 1.3 1.4 1.5 1.6 1.7 BACKGROUND, PURPOSE AND RESEARCH PROBLEM...................................................................... 1 CONTEXT OF THE RESEARCH STUDY..................................................................................................... 2 RESEARCH OBJECTIVES AND RESEARCH QUESTIONS................................................................... 10 RATIONALE FOR THE RESEARCH STUDY............................................................................................ 11 SIGNIFICANCE OF THE RESEARCH STUDY.......................................................................................... 12 OPERATIONAL DEFINITIONS OF
TERMS.............................................................................................. 14 OVERVIEW OF THE THESIS...................................................................................................................... 14 CHAPTER 2 2.1 2.2 LITERATURE REVIEW................................................................................................. 16 INTRODUCTION............................................................................................................................................ 16 REVIEWING THE EXISTING LEARNING THEORIES........................................................................... 16 2.2.1 SOCIOCULTURAL THEORY (SCT) CONCEPTS ADOPTED IN THIS RESEARCH.......................... 26 2.3 ENGAGEMENT THEORIES IN LEARNING AND TEACHING............................................................. 27 2.3.1 ENGAGEMENT THEORY............................................................................................................................27 2.3.2 ENGAGEMENT AND LANGUAGE LEARNING..................................................................................... 30 2.3.3 LEARNERS ’ ENGAGEMENT......................................................................................................................31 2.4 FEEDBACK IN L2 CLASSROOMS............................................................................................................. 34 2.4.1 2.4.2 2.4.3 2.4.4 2.4.5 CORRECTIVE
FEEDBACK.......................................................................................................................... 35 WRITTEN CORRECTIVE FEEDBACK...................................................................................................... 36 TYPES OF WRITTEN CORRECTIVE FEEDBACK.................................................................................. 41 LIMITATIONS OF WRITTEN CORRECTIVE FEEDBACK.................................................................... 44 TECHNOLOGY AND WCF...........................................................................................................................45 2.5 L2 WRITING TEACHING: THEORIES AND APPROACHES.................................................................46 2.5.1 THE PRODUCT APPROACH...................................................................................................................... 47 2.5.2 THE PROCESS APPROACH......................................................................................................................... 52 2.5.3 A SYNTHESIS OF THE TWO APPROACHES IN TEACHING................................................................55 2.6 THINKING-ALOUD (TA) IN LANGUAGE-RELATED RESEARCH..................................................... 56 CHAPTER 3 3.1 3.2 3.3 RESEARCH DESIGN AND METHODOLOGY.......................................................... 60 INTRODUCTION........................................................................................................................................... 60 RESEARCH
QUESTIONS............................................................................................................................. 60 ELEMENTS OF THE RESEARCH DESIGN............................................................................................... 62 3.3.1 THE RESEARCH PARADIGM.....................................................................................................................63 3.3.2 THE RESEARCH DESIGN............................................................................................................................ 65 3.4 RESEARCH CONCEPTUAL FRAMEWORK............................................................................................. 69 3.4.1 THE RESEARCH VARIABLES................................................................................................................... 70 3.5 3.6 THE PILOT STUDY....................................................................................................................................... 70 PARTICIPANTS..............................................................................................................................................72 3.6.1 THE TEACHER...............................................................................................................................................72 3.6.2 THE LEARNERS.............................................................................................................................................72 3.7 RESEARCH
METHODS................................................................................................................................ 75 ІІІ
3.7.1 3.7.2 3.7.3 3.7.4 TESTS.............................................................................................................................................................. 75 THINK-ALOUD..............................................................................................................................................78 CLASSROOM OBSERVATIONS.................................................................................................................82 INTERVIEWS.................................................................................................................................................. 86 3.8 DATAANALYSIS..........................................................................................................................................86 3.8.1 3.8.2 3.8.3 3.8.4 TESTS.............................................................................................................................................................. 91 THINK-ALOUD.............................................................................................................................................. 92 CLASSROOM OBSERVATIONS................................................................................................................ 95 INTERVIEWS.................................................................................................................................................. 96 3.9 PREPARATIONS FOR TRIANGULATION................................................................................................ 97 3.10 DESCRIPTIONS
OF THEMES...................................................................................................................... 98 3.10.1 THINK-ALOUD.............................................................................................................................................. 98 3.10.2 CLASSROOM OBSERVATIONS.......................................................................................................... 100 3.10.3 THE INTERVIEWS.................................................................................................................................. 100 3.11 RESEARCHER’S ROLE.............................................................................................................................. 102 3.12 ETHICAL CONSIDERATIONS.................................................................................................................. 105 3.13 CHAPTER SUMMARY................................................................................................................................108 CHAPTER 4 4.1 4.2 FINDINGS.......................................................................................................................109 CHAPTER INTRODUCTION...................................................................................................................... 109 THE MODE OF WCF FINDINGS............................................................................................................... 109 4.2.1 THE CLASSES’ WRITING FLUENCY IN THE TESTS.......................................................................... 109
4.2.2 THE GROUPS’ WRITING FLUENCY ON THE TESTS.......................................................................... 113 4.2.3 THE CLASSES’ GRAMMATICAL ACCURACY ON THE TESTS........................................................ 115 4.2.4 THE GROUPS’ GRAMMATICAL ACCURACY...................................................................................... 117 4.2.5 THE CLASSES’ GRAMMATICAL COMPETENCE IN THE TESTS.....................................................123 4.2.6 THE GROUPS’ GRAMMATICAL COMPETENCE.................................................................................. 126 Capitalisation Competence....................................................................................................................................... 127 Pronoun Competence............................................................................................................................................... 128 English Article Competence..................................................................................................................................... 130 4.3 4.4 QUANTITATIVE TA FINDINGS............................................................................................................... 132 THINK-ALOUD (TA) FINDINGS............................................................................................................... 134 4.4.1 THEME 1: PURPOSEFUL ENGAGEMENT WITH WCF........................................................................ 135 4.4.2 THEME 2: LEARNERS’ AWARENESS AND L2 WRITING
IMPROVEMENT................................... 136 4.4.3 THEME 3: LEARNERS’ AGENCY AND SELF-REGULATIONS.......................................................... 138 4.5 INTERVIEW FINDINGS..............................................................................................................................138 4.5.1 THEME 1: SELF-REGULATORY STRATEGIES AND ENGAGEMENT WITH WCF....................... 138 4.5.2 THEME 2: THE LEARNING EXPERIENCES........................................................................................... 143 4.6 CLASSROOM OBSERVATION FINDINGS............................................................................................. 148 4.6.1 THEME 1: THE LEARNERS’ LEVELS OF ENGAGEMENT WITH WCF........................................... 148 4.6.2 THEME 2: THE LEARNERS’ REGULATION STRATEGIES AND AGENCY.................................... 151 4.7 CHAPTER SUMMARY................................................................................................................................ 152 CHAPTER 5 5.1 5.2 5.3 5.4 SYNTHESIS AND DISCUSSION................................................................................153 INTRODUCTION.......................................................................................................................................... 153 SUMMARY OF THE KEY STUDY FINDINGS........................................................................................ 154 RESEARCH QUESTION 1 : HOW DOES THE LEARNERS’ L2 WRITING PERFORMANCE CHANGE (IF AT ALL) FOLLOWING THE
WCF?...................................................................... 156 RESEARCH QUESTION 2: WHAT EFFECTS DOES TA HAVE ON L2 WRITING PERFORMANCE, AND WHY?....................................................................................................................................... 157
5.5 5.6 5.7 5.8 RESEARCH QUESTION 3: DOES THE MODE OF WCF SEEM TO AFFECT THE LEARNERS’ L2 WRITING PERFORMANCE?.......................................................................................................... 162 RESEARCH QUESTION 4: HOW DO THE LEARNERS ENGAGE WITH WCF DURING TA?..... 164 RESEARCH QUESTION 5: DOES THE MODE OF WCF SEEM TO AFFECT THE LEARNERS’ ENGAGEMENT WITH WCF?......................................................................................................... 167 THE AWARE LEARNER’S ENGAGEMENT WITH WCF.................................................................... 169 CHAPTER 6 6.1 6.2 IMPLICATIONS, RECOMMENDATIONS AND CONCLUSION........................ 177 SUMMARY OF THE STUDY AND ITS KEY FINDINGS..................................................................... 177 IMPLICATIONS AND RECOMMENDATIONS......................................................................................179 6.2.1 CREATING A LEARNER-CENTRED LEARNING ENVIRONMENT................................................. 181 6.2.2 PROMOTING SELF-EDITING AND SELF-SCAFFOLDING STRATEGIES AMONG BEGINNER LEARNERS....................................................................................................................................... 182 6.2.3 FOCUSING ON SPECIFIC ERRORS WHEN PROVIDING CF........................................................... 183 6.2.4 ENCOURAGING LEARNERS’ ENGAGEMENT THROUGH WCF...................................................184 6.2.5 UNDERSTANDING
LEARNERS’NEEDS............................................................................................ 185 6.2.6 TEACHERS’ CONTINUOUS DEVELOPMENT AND TRAINING.....................................................186 6.3 6.4 6.5 MAIN CONTRIBUTIONS OF THE STUDY.......................................................................................... 186 LIMITATIONS OF THE STUDY.............................................................................................................. 187 SUGGESTIONS FOR FUTURE RESEARCH...........................................................................................188 REFERENCES..........................................................................................................................................189 APPENDICES ......................................................................................................................................... 221 Appendix A: The Introductory Letter and Survey................................................................................................. 221 Appendix B: Detailed Consent Form......................................................................................................................225 Appendix C: The Interview Schedules.................................................................................................................. 226 Appendix D: The Tests........................................................................................................................................... 227 D 1: The Pre-
Test.................................................................................................................................................... 227 D 2: The Post-Test...................................................................................................................................................228 D 3 : The Delayed Post-Test.................................................................................................................................... 229 Appendix E: The Think-aloud Sessions................................................................................................................ 230 El: TA Instructions.................................................................................................................................................230 E2: The Warm-up Tasks..........................................................................................................................................231 E3: The TA Session Training Tasks.......................................................................................................................232 Appendix G: The Researcher’s Observation Sheet............................................................................................... 233 Gl : Researcher Observation Sheet Template for Classroom and TA Sessions................................................... 233 G2: A Picture of an Original Classroom Observation Sheet................................................................................ 234 G3: An Original Classroom Observation Sheet
(coded)....................................................................................... 235 Appendix H: The Symbols Used for the Interviews and TA Transcriptions....................................................... 236 Appendix I: The Codes Used to Analyse Learners’ Engagement with WCF during the TA Sessions and Classroom Observations.....................................................................................................................237 Appendix J: An Example of a Complete Transcription of a TA protocol TA session.........................................238 Appendix K: An Example of Coding a Transcript for Engagement Cues in the Observations.......................... 240 Appendix L: The Variables Used in the Learners’ Engagement Data Analysis and Their Measurements........ 241 Appendix Μ: Indicators of L2 Writing Performance Changes and Improvement............................................... 242 Appendix N: Writing Correction Codes and Their Meaning................................................................................ 243 Appendix O: Course Syllabus................................................................................................................................ 244 Appendix P: The Learners’ Writing Performance in TA Assignments................................................................ 245 Pl: ICG and ICG* L 2 Writing Performance Before and After TA Sessions..................................................... 245 P2: IHG and IHG* Writing Performance Before and After TA
Sessions........................................................... 245 V
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Contents ABSTRACT . I DEDICATION. II LIST OF TABLES. VII LIST OF FIGURES. VIII LIST OF ABBREVIATIONS.IX CHAPTER 1 INTRODUCTION. 1 1.1 1.2 1.3 1.4 1.5 1.6 1.7 BACKGROUND, PURPOSE AND RESEARCH PROBLEM. 1 CONTEXT OF THE RESEARCH STUDY. 2 RESEARCH OBJECTIVES AND RESEARCH QUESTIONS. 10 RATIONALE FOR THE RESEARCH STUDY. 11 SIGNIFICANCE OF THE RESEARCH STUDY. 12 OPERATIONAL DEFINITIONS OF
TERMS. 14 OVERVIEW OF THE THESIS. 14 CHAPTER 2 2.1 2.2 LITERATURE REVIEW. 16 INTRODUCTION. 16 REVIEWING THE EXISTING LEARNING THEORIES. 16 2.2.1 SOCIOCULTURAL THEORY (SCT) CONCEPTS ADOPTED IN THIS RESEARCH. 26 2.3 ENGAGEMENT THEORIES IN LEARNING AND TEACHING. 27 2.3.1 ENGAGEMENT THEORY.27 2.3.2 ENGAGEMENT AND LANGUAGE LEARNING. 30 2.3.3 LEARNERS ’ ENGAGEMENT.31 2.4 FEEDBACK IN L2 CLASSROOMS. 34 2.4.1 2.4.2 2.4.3 2.4.4 2.4.5 CORRECTIVE
FEEDBACK. 35 WRITTEN CORRECTIVE FEEDBACK. 36 TYPES OF WRITTEN CORRECTIVE FEEDBACK. 41 LIMITATIONS OF WRITTEN CORRECTIVE FEEDBACK. 44 TECHNOLOGY AND WCF.45 2.5 L2 WRITING TEACHING: THEORIES AND APPROACHES.46 2.5.1 THE PRODUCT APPROACH. 47 2.5.2 THE PROCESS APPROACH. 52 2.5.3 A SYNTHESIS OF THE TWO APPROACHES IN TEACHING.55 2.6 THINKING-ALOUD (TA) IN LANGUAGE-RELATED RESEARCH. 56 CHAPTER 3 3.1 3.2 3.3 RESEARCH DESIGN AND METHODOLOGY. 60 INTRODUCTION. 60 RESEARCH
QUESTIONS. 60 ELEMENTS OF THE RESEARCH DESIGN. 62 3.3.1 THE RESEARCH PARADIGM.63 3.3.2 THE RESEARCH DESIGN. 65 3.4 RESEARCH CONCEPTUAL FRAMEWORK. 69 3.4.1 THE RESEARCH VARIABLES. 70 3.5 3.6 THE PILOT STUDY. 70 PARTICIPANTS.72 3.6.1 THE TEACHER.72 3.6.2 THE LEARNERS.72 3.7 RESEARCH
METHODS. 75 ІІІ
3.7.1 3.7.2 3.7.3 3.7.4 TESTS. 75 THINK-ALOUD.78 CLASSROOM OBSERVATIONS.82 INTERVIEWS. 86 3.8 DATAANALYSIS.86 3.8.1 3.8.2 3.8.3 3.8.4 TESTS. 91 THINK-ALOUD. 92 CLASSROOM OBSERVATIONS. 95 INTERVIEWS. 96 3.9 PREPARATIONS FOR TRIANGULATION. 97 3.10 DESCRIPTIONS
OF THEMES. 98 3.10.1 THINK-ALOUD. 98 3.10.2 CLASSROOM OBSERVATIONS. 100 3.10.3 THE INTERVIEWS. 100 3.11 RESEARCHER’S ROLE. 102 3.12 ETHICAL CONSIDERATIONS. 105 3.13 CHAPTER SUMMARY.108 CHAPTER 4 4.1 4.2 FINDINGS.109 CHAPTER INTRODUCTION. 109 THE MODE OF WCF FINDINGS. 109 4.2.1 THE CLASSES’ WRITING FLUENCY IN THE TESTS. 109
4.2.2 THE GROUPS’ WRITING FLUENCY ON THE TESTS. 113 4.2.3 THE CLASSES’ GRAMMATICAL ACCURACY ON THE TESTS. 115 4.2.4 THE GROUPS’ GRAMMATICAL ACCURACY. 117 4.2.5 THE CLASSES’ GRAMMATICAL COMPETENCE IN THE TESTS.123 4.2.6 THE GROUPS’ GRAMMATICAL COMPETENCE. 126 Capitalisation Competence. 127 Pronoun Competence. 128 English Article Competence. 130 4.3 4.4 QUANTITATIVE TA FINDINGS. 132 THINK-ALOUD (TA) FINDINGS. 134 4.4.1 THEME 1: PURPOSEFUL ENGAGEMENT WITH WCF. 135 4.4.2 THEME 2: LEARNERS’ AWARENESS AND L2 WRITING
IMPROVEMENT. 136 4.4.3 THEME 3: LEARNERS’ AGENCY AND SELF-REGULATIONS. 138 4.5 INTERVIEW FINDINGS.138 4.5.1 THEME 1: SELF-REGULATORY STRATEGIES AND ENGAGEMENT WITH WCF. 138 4.5.2 THEME 2: THE LEARNING EXPERIENCES. 143 4.6 CLASSROOM OBSERVATION FINDINGS. 148 4.6.1 THEME 1: THE LEARNERS’ LEVELS OF ENGAGEMENT WITH WCF. 148 4.6.2 THEME 2: THE LEARNERS’ REGULATION STRATEGIES AND AGENCY. 151 4.7 CHAPTER SUMMARY. 152 CHAPTER 5 5.1 5.2 5.3 5.4 SYNTHESIS AND DISCUSSION.153 INTRODUCTION. 153 SUMMARY OF THE KEY STUDY FINDINGS. 154 RESEARCH QUESTION 1 : HOW DOES THE LEARNERS’ L2 WRITING PERFORMANCE CHANGE (IF AT ALL) FOLLOWING THE
WCF?. 156 RESEARCH QUESTION 2: WHAT EFFECTS DOES TA HAVE ON L2 WRITING PERFORMANCE, AND WHY?. 157
5.5 5.6 5.7 5.8 RESEARCH QUESTION 3: DOES THE MODE OF WCF SEEM TO AFFECT THE LEARNERS’ L2 WRITING PERFORMANCE?. 162 RESEARCH QUESTION 4: HOW DO THE LEARNERS ENGAGE WITH WCF DURING TA?. 164 RESEARCH QUESTION 5: DOES THE MODE OF WCF SEEM TO AFFECT THE LEARNERS’ ENGAGEMENT WITH WCF?. 167 THE AWARE LEARNER’S ENGAGEMENT WITH WCF. 169 CHAPTER 6 6.1 6.2 IMPLICATIONS, RECOMMENDATIONS AND CONCLUSION. 177 SUMMARY OF THE STUDY AND ITS KEY FINDINGS. 177 IMPLICATIONS AND RECOMMENDATIONS.179 6.2.1 CREATING A LEARNER-CENTRED LEARNING ENVIRONMENT. 181 6.2.2 PROMOTING SELF-EDITING AND SELF-SCAFFOLDING STRATEGIES AMONG BEGINNER LEARNERS. 182 6.2.3 FOCUSING ON SPECIFIC ERRORS WHEN PROVIDING CF. 183 6.2.4 ENCOURAGING LEARNERS’ ENGAGEMENT THROUGH WCF.184 6.2.5 UNDERSTANDING
LEARNERS’NEEDS. 185 6.2.6 TEACHERS’ CONTINUOUS DEVELOPMENT AND TRAINING.186 6.3 6.4 6.5 MAIN CONTRIBUTIONS OF THE STUDY. 186 LIMITATIONS OF THE STUDY. 187 SUGGESTIONS FOR FUTURE RESEARCH.188 REFERENCES.189 APPENDICES . 221 Appendix A: The Introductory Letter and Survey. 221 Appendix B: Detailed Consent Form.225 Appendix C: The Interview Schedules. 226 Appendix D: The Tests. 227 D 1: The Pre-
Test. 227 D 2: The Post-Test.228 D 3 : The Delayed Post-Test. 229 Appendix E: The Think-aloud Sessions. 230 El: TA Instructions.230 E2: The Warm-up Tasks.231 E3: The TA Session Training Tasks.232 Appendix G: The Researcher’s Observation Sheet. 233 Gl : Researcher Observation Sheet Template for Classroom and TA Sessions. 233 G2: A Picture of an Original Classroom Observation Sheet. 234 G3: An Original Classroom Observation Sheet
(coded). 235 Appendix H: The Symbols Used for the Interviews and TA Transcriptions. 236 Appendix I: The Codes Used to Analyse Learners’ Engagement with WCF during the TA Sessions and Classroom Observations.237 Appendix J: An Example of a Complete Transcription of a TA protocol TA session.238 Appendix K: An Example of Coding a Transcript for Engagement Cues in the Observations. 240 Appendix L: The Variables Used in the Learners’ Engagement Data Analysis and Their Measurements. 241 Appendix Μ: Indicators of L2 Writing Performance Changes and Improvement. 242 Appendix N: Writing Correction Codes and Their Meaning. 243 Appendix O: Course Syllabus. 244 Appendix P: The Learners’ Writing Performance in TA Assignments. 245 Pl: ICG and ICG* L 2 Writing Performance Before and After TA Sessions. 245 P2: IHG and IHG* Writing Performance Before and After TA
Sessions. 245 V |
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| id | DE-604.BV048288009 |
| illustrated | Not Illustrated |
| index_date | 2024-07-03T20:02:39Z |
| indexdate | 2024-07-10T09:34:16Z |
| institution | BVB |
| institution_GND | (DE-588)5300573-9 |
| isbn | 9783969390993 |
| language | English |
| oai_aleph_id | oai:aleph.bib-bvb.de:BVB01-033668069 |
| oclc_num | 1303704118 |
| open_access_boolean | |
| owner | DE-19 DE-BY-UBM DE-12 DE-11 DE-739 |
| owner_facet | DE-19 DE-BY-UBM DE-12 DE-11 DE-739 |
| physical | IX, 245 Seiten |
| publishDate | 2022 |
| publishDateSearch | 2022 |
| publishDateSort | 2022 |
| publisher | LINCOM GmbH |
| record_format | marc |
| series | LINCOM Studies in Language Acquisition |
| series2 | LINCOM Studies in Language Acquisition |
| spelling | Alshahrani, Nadia A. Verfasser aut Learners’ engagement with written corrective feedback and their L2 writing performance Nadia A. Alshahrani München LINCOM GmbH 2022 IX, 245 Seiten txt rdacontent n rdamedia nc rdacarrier LINCOM Studies in Language Acquisition 37 References Schriftlicher Ausdruck (DE-588)4136011-4 gnd rswk-swf Rückmeldung (DE-588)4178647-6 gnd rswk-swf Englischunterricht (DE-588)4014801-4 gnd rswk-swf L2 writing performance Spracherwerb Sprachwissenschaft Englischunterricht (DE-588)4014801-4 s Rückmeldung (DE-588)4178647-6 s Schriftlicher Ausdruck (DE-588)4136011-4 s DE-604 LINCOM Europa (München) (DE-588)5300573-9 pbl LINCOM Studies in Language Acquisition 37 (DE-604)BV012911902 37 DNB Datenaustausch application/pdf http://bvbr.bib-bvb.de:8991/F?func=service&doc_library=BVB01&local_base=BVB01&doc_number=033668069&sequence=000001&line_number=0001&func_code=DB_RECORDS&service_type=MEDIA Inhaltsverzeichnis Digitalisierung UB Passau - ADAM Catalogue Enrichment application/pdf http://bvbr.bib-bvb.de:8991/F?func=service&doc_library=BVB01&local_base=BVB01&doc_number=033668069&sequence=000003&line_number=0002&func_code=DB_RECORDS&service_type=MEDIA Inhaltsverzeichnis 1\p vlb 20220308 DE-101 https://d-nb.info/provenance/plan#vlb |
| spellingShingle | Alshahrani, Nadia A. Learners’ engagement with written corrective feedback and their L2 writing performance LINCOM Studies in Language Acquisition Schriftlicher Ausdruck (DE-588)4136011-4 gnd Rückmeldung (DE-588)4178647-6 gnd Englischunterricht (DE-588)4014801-4 gnd |
| subject_GND | (DE-588)4136011-4 (DE-588)4178647-6 (DE-588)4014801-4 |
| title | Learners’ engagement with written corrective feedback and their L2 writing performance |
| title_auth | Learners’ engagement with written corrective feedback and their L2 writing performance |
| title_exact_search | Learners’ engagement with written corrective feedback and their L2 writing performance |
| title_exact_search_txtP | Learners’ engagement with written corrective feedback and their L2 writing performance |
| title_full | Learners’ engagement with written corrective feedback and their L2 writing performance Nadia A. Alshahrani |
| title_fullStr | Learners’ engagement with written corrective feedback and their L2 writing performance Nadia A. Alshahrani |
| title_full_unstemmed | Learners’ engagement with written corrective feedback and their L2 writing performance Nadia A. Alshahrani |
| title_short | Learners’ engagement with written corrective feedback and their L2 writing performance |
| title_sort | learners engagement with written corrective feedback and their l2 writing performance |
| topic | Schriftlicher Ausdruck (DE-588)4136011-4 gnd Rückmeldung (DE-588)4178647-6 gnd Englischunterricht (DE-588)4014801-4 gnd |
| topic_facet | Schriftlicher Ausdruck Rückmeldung Englischunterricht |
| url | http://bvbr.bib-bvb.de:8991/F?func=service&doc_library=BVB01&local_base=BVB01&doc_number=033668069&sequence=000001&line_number=0001&func_code=DB_RECORDS&service_type=MEDIA http://bvbr.bib-bvb.de:8991/F?func=service&doc_library=BVB01&local_base=BVB01&doc_number=033668069&sequence=000003&line_number=0002&func_code=DB_RECORDS&service_type=MEDIA |
| volume_link | (DE-604)BV012911902 |
| work_keys_str_mv | AT alshahraninadiaa learnersengagementwithwrittencorrectivefeedbackandtheirl2writingperformance AT lincomeuropamunchen learnersengagementwithwrittencorrectivefeedbackandtheirl2writingperformance |
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