Understanding Chinese EFL students' participation in group peer feedback of L2 writing: a sociocultural and activity theory perspective
While research on peer feedback in L2 writing has proliferated over the past two decades, not much is known about how EFL writers, driven by their motives and situated within their social, cultural and historical contexts, participate in group peer feedback of L2 writing. To fill such an important v...
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| Format: | Others |
| Language: | English Chinese |
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2014
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| Online Access: | http://repository.lib.cuhk.edu.hk/en/item/cuhk-1290690 |