聚焦式／非聚焦式書面修正性回饋對醫學相關系所學生的學習遷移之差異化影響
Author:
Funder
Ahvaz Jundishapur University of Medical Sciences, Ahvaz, Iran
Publisher
Springer Science and Business Media LLC
Subject
Linguistics and Language,Education
Link
https://link.springer.com/content/pdf/10.1007/s42321-023-00143-y.pdf
Reference43 articles.
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2. Bacha, N. (2003). English across academic and professional communities: A study of EFL learners’ needs at the Lebanese American University. AAICU Journal, 2, 29. https://doi.org/10.1016/j.esp.2007.05.001
3. Bacha, N. N., & Bahous, R. (2008). Contrasting views of business students’ writing needs in an EFL environment. English for Specific Purposes, 27(1), 74–93. https://doi.org/10.1016/j.esp.2007.05.001
4. Bitchener, J., & Ferris, D. R. (2012). Written corrective feedback in second language acquisition and writing. Routledge.
5. Boggs, J. A. (2019). Effects of teacher-scaffolded and self-scaffolded corrective feedback compared to direct corrective feedback on grammatical accuracy in English L2 writing. Journal of Second Language Writing, 46, 100671. https://doi.org/10.1016/j.jslw.2019.100671
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