{"title":"基于规则的详细同伴反馈对大学水平英语作为外语学生写作自我效能感的影响及其后续修订","authors":"Liaw En-Chong","doi":"10.1007/s42321-021-00088-0","DOIUrl":null,"url":null,"abstract":"","PeriodicalId":41914,"journal":{"name":"English Teaching and Learning","volume":"46 1","pages":"59 - 76"},"PeriodicalIF":1.2000,"publicationDate":"2021-05-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1007/s42321-021-00088-0","citationCount":"3","resultStr":"{\"title\":\"Effects of Rubric-Based and Detailed Peer Feedback on University-Level English as a Foreign Language Students’ Writing Self-efficacy and Subsequent Revisions\",\"authors\":\"Liaw En-Chong\",\"doi\":\"10.1007/s42321-021-00088-0\",\"DOIUrl\":null,\"url\":null,\"abstract\":\"\",\"PeriodicalId\":41914,\"journal\":{\"name\":\"English Teaching and Learning\",\"volume\":\"46 1\",\"pages\":\"59 - 76\"},\"PeriodicalIF\":1.2000,\"publicationDate\":\"2021-05-31\",\"publicationTypes\":\"Journal Article\",\"fieldsOfStudy\":null,\"isOpenAccess\":false,\"openAccessPdf\":\"https://sci-hub-pdf.com/10.1007/s42321-021-00088-0\",\"citationCount\":\"3\",\"resultStr\":null,\"platform\":\"Semanticscholar\",\"paperid\":null,\"PeriodicalName\":\"English Teaching and Learning\",\"FirstCategoryId\":\"1085\",\"ListUrlMain\":\"https://doi.org/10.1007/s42321-021-00088-0\",\"RegionNum\":0,\"RegionCategory\":null,\"ArticlePicture\":[],\"TitleCN\":null,\"AbstractTextCN\":null,\"PMCID\":null,\"EPubDate\":\"\",\"PubModel\":\"\",\"JCR\":\"Q2\",\"JCRName\":\"EDUCATION & EDUCATIONAL RESEARCH\",\"Score\":null,\"Total\":0}","platform":"Semanticscholar","paperid":null,"PeriodicalName":"English Teaching and Learning","FirstCategoryId":"1085","ListUrlMain":"https://doi.org/10.1007/s42321-021-00088-0","RegionNum":0,"RegionCategory":null,"ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q2","JCRName":"EDUCATION & EDUCATIONAL RESEARCH","Score":null,"Total":0}
Effects of Rubric-Based and Detailed Peer Feedback on University-Level English as a Foreign Language Students’ Writing Self-efficacy and Subsequent Revisions
期刊介绍:
English Teaching & Learning (ETL) is the first scholarly journal in Taiwan dedicated solely to research on the teaching and learning of English as a second or foreign language. It aims to publish quality papers that contribute to all aspects of the profession, with a particular preference for studies that seek to combine both theory and practice. The journal welcomes submissions on course design, teaching materials, teacher training, teaching methods, language assessment, bilingual education, as well as from the fields of sociolinguistics, psycholinguistics, and other related areas.