Teacher-student collaborative assessment and content-based instruction:A case study of english writing at a Chinese University

This study delves into the impact of corrective feedback within a Teacher-Student Collaborative Assessment (TSCA) and Content-Based Instruction (CBI) framework on EFL (English as Foreign Language) students' English writing and grammar learning. A ten-week experiment with one hundred participant...

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Bibliographic Details

Main Authors:	Li Qiu, Suyansah Swanto, Noraini binti Said, Wardatul Akmam Din, Chunguang Li
Format:	Article
Language:	en
Published:	Journal of Higher Education Theory and Practice 2024
Subjects:	HF5717-5734.7 Business communication Including business report writing, business correspondence LB1705-2286 Education and training of teachers and administrators
Online Access:	https://eprints.ums.edu.my/id/eprint/43837/1/FULL%20TEXT.pdf https://eprints.ums.edu.my/id/eprint/43837/ https://doi.org/10.33423/jhetp.v24i3.6838
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