Volume 12 Number 2, June 2008 Special Issue On Technology And Learning To Write Beyond the design of automated writing evaluation: Pedagogical practices and perceived learning effectiveness in EFL writing classes

Beyond the design of automated writing evaluation: Pedagogical practices and perceived learning effectiveness in EFL writing classes

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bitstream:
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collection:
Volume 12 Number 2, June 2008 Special Issue On Technology And Learning To Write
contributor.author:
Chen, Chi-Fen Emily Cheng, Wei-Yuan Eugene Cheng
date.accessioned:
2017-06-14T02:28:49Z
date.available:
2017-06-14T02:28:49Z
date.issued:
2008-06-01
description.provenance:
Made available in DSpace on 2017-06-14T02:28:49Z (GMT). No. of bitstreams: 1 12_02_chencheng.pdf: 257800 bytes, checksum: 5c3690d078a106a8f60a593540ff97ff (MD5) Previous issue date: 2008-06-01
endingpage:
112
identifier.citation:
Chen, C.-F. E. & Cheng, W.-Y. E. (2008). Beyond the design of automated writing evaluation: Pedagogical practices and perceived learning effectiveness in EFL writing classes. Language Learning & Technology, (12)2, 94–112. http://dx.doi.org/10125/44145
identifier.issn:
1094-3501
identifier.uri:
http://hdl.handle.net/10125/44145
number:
2
publicationname:
Language Learning & Technology
publisher:
University of Hawaii National Foreign Language Resource Center Michigan State University Center for Language Education and Research
site_url:
/item/10125-44145/
startingpage:
94
title:
Beyond the design of automated writing evaluation: Pedagogical practices and perceived learning effectiveness in EFL writing classes
type:
Article
type.dcmi:
Text
volume:
12