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Facilitating L2 writers’ metacognitive strategy use in argumentative writing using a process-genre approach
This paper reports on an empirical study that examined changes in L2 writers’ perceived use of metacognitive strategies after receiving a process-genre writing instruction. Following a mixed-methods approach, this study was conducted in two intact College English classes at a university in China. Pa...
| Autores principales: | , |
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| Formato: | Online Artículo Texto |
| Lenguaje: | English |
| Publicado: |
Frontiers Media S.A.
2022
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| Materias: | |
| Acceso en línea: | https://www.ncbi.nlm.nih.gov/pmc/articles/PMC9707692/ https://www.ncbi.nlm.nih.gov/pubmed/36457929 http://dx.doi.org/10.3389/fpsyg.2022.1036831 |