Collaborative writing of argumentative essays in an EFL blended course: Chilean pre-service teachers’ perceptions and self-assessment
This mixed method research project sought to unveil pre-service EFL teachers’ perceptions about the collaborative writing of argumentative texts in a blended environment at a Chilean university, as well as their self-assessment of their performance during the process. Thirty-three senior students to...
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| Wydane w: | Íkala, revista de lenguaje y cultura |
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| Główni autorzy: | , , , |
| Format: | Artigo |
| Język: | Inglês |
| Wydane: |
Universidad de Antioquia
2020
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| Hasła przedmiotowe: | |
| Dostęp online: | https://www.redalyc.org/articulo.oa?id=255066610003 https://www.redalyc.org/journal/2550/255066610003/ https://www.redalyc.org/journal/2550/255066610003/html/ https://www.redalyc.org/journal/2550/255066610003/255066610003.epub https://www.redalyc.org/journal/2550/255066610003/movil |
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