透视图(图形)
数学教育
写作过程
心理学
过程(计算)
第二语言写作
教育学
纠正性反馈
专业写作
语言习得
学术写作
语言教育
应用语言学
语言学
第二语言
计算机科学
人工智能
哲学
操作系统
作者
Karim Sadeghi,Sima Khezrlou
标识
DOI:10.1093/applin/amu005
摘要
Mastery of writing skills is considered a challenge for many learners including those with English as their first language. It is not that writing is difficult in itself; rather, a lack of adequately relevant and motivating instruction and response by the teacher can lead to challenges. It can be liberating for teachers to have a source supplying instructional strategies to eliminate learners’ writing problems (Harris et al. 2006). This volume is a valuable publication offering practical guidelines for language teachers to teach learners to become self-regulated writers. The book nicely blends self-regulated learning (SRL) theory [as ‘a new perspective to long-standing feedback practices’ in L2 writing (p. viii)] with the process of general language learning, including L2 writing. The volume aims to develop autonomous learning and assist ‘language learners [to] develop skills and strategies that will allow them to continue learning and improving long after they leave our classrooms’ (ibid.) by instructing language teachers (and in particular writing instructors) on how to provide (corrective) feedback in the most effective manner.
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