Rhetorical, Metacognitive, and Cognitive Strategies in Teacher Candidates’ Essay Writing
This paper reports on a study about the rhetoric, metacognitive, and cognitive strategies pre-service teachers use before and after a process-based writing intervention when completing an argumentative essay. The data were collected through two think-aloud protocols while 21 Chilean English as a for...
保存先:
| 出版年: | Profile: Issues in Teachers' Professional Development |
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| 主要な著者: | , , |
| フォーマット: | Artigo |
| 言語: | Inglês |
| 出版事項: |
Universidad Nacional de Colombia
2017
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| 主題: | |
| オンライン･アクセス: | https://www.redalyc.org/articulo.oa?id=169251589007 https://www.redalyc.org/journal/1692/169251589007/ https://www.redalyc.org/journal/1692/169251589007/html/ https://www.redalyc.org/journal/1692/169251589007/169251589007.epub https://www.redalyc.org/journal/1692/169251589007/movil http://dx.doi.org/10.15446/profile.v19n2.60231 |
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