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The effect of evaluative language on high- and low-graded post-graduate students’ academic writing ability across gender

Inspired by appraisal theory, the current study looked into the effect of using evaluative language on high- and low-graded post-graduate students’ academic writing in an EFL context across male and female groups. Participants were 60 MA students of TEFL who were randomly assigned to experimental (n...

Ausführliche Beschreibung

Gespeichert in:
Hauptverfasser: Mona Bahmani, Azizeh Chalak, Hossein Heidari Tabrizi
Format: Artigo
Sprache:Inglês
Veröffentlicht: Taylor & Francis Group 2021-01-01
Schriftenreihe:Cogent Education
Schlagworte:
academic writing
appraisal theory
attitude
evaluative language
graduation
high- and low-graded students
Online-Zugang:http://dx.doi.org/10.1080/2331186X.2021.1905229
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