Writing-to-learn instruction in L1 and L2 as a platform for historical reasoning
Writing-to-learn benefits have been explored in various educational settings. However, little research has been done on how a WTL approach in combination with two different languages of instruction can influence historical reasoning learning. The main objective of the present study is to examine the...
保存先:
| 第一著者: | |
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| フォーマット: | Artigo |
| 言語: | Inglês |
| 出版事項: |
University of Antwerp
2015-06-01
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| シリーズ: | Journal of Writing Research |
| 主題: | |
| オンライン･アクセス: | http://www.jowr.org/abstracts/vol7_1/Smirnova_2015_7_1_abstract.html |
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