The Effect of Multi-step Oral-revision Processes on Iranian EFL Learners’ Argumentative Writing Achievement
The purpose of this study was to explore the role of two multi-step oral-revision processes as feedback providing tools on Iranian EFL learners’ argumentative writing achievement. The participants taking part in this study were 45 Iranian EFL students who were randomly assigned into three groups. Th...
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| Format: | Article |
| Language: | English |
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Islamic Azad University, Tabriz Branch
2010-05-01
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| Series: | Journal of Applied Linguistics |
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| Online Access: | http://jal.iaut.ac.ir/article_520179_66575aeb99552219615fd43c66e0e586.pdf |