Undergraduate students’ voices on the role of tutorial-based dialogic feedback in developing academic writing skills

Rahman, M.N. orcid.org/0000-0002-3838-5992, Chowdhury, S. and McCray, D. (Cover date: 2024) Undergraduate students’ voices on the role of tutorial-based dialogic feedback in developing academic writing skills. Feedback Research in Second Language, 2. pp. 1-18. ISSN 3023-4921

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Item Type: Article
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This article is licensed under a Creative Commons Attribution 4.0 International License, which grants permission to use, share, adapt, distribute and reproduce in any medium or format provided that proper credit is given to the original author(s) and the source, provide a link to the Creative Commons licence, and indicate if any changes were made.

Keywords: undergraduate students; academic writing skills; dialogic feedback; EAP; Bangladeshi L2 writing pedagogy
Dates:
  • Published: October 2024
  • Published (online): October 2024
  • Accepted: 1 September 2024
Institution: The University of Leeds
Academic Units: The University of Leeds > Faculty of Education, Social Sciences and Law (Leeds) > School of Education (Leeds)
Depositing User: Symplectic Publications
Date Deposited: 16 Oct 2024 08:51
Last Modified: 16 Oct 2024 08:51
Published Version: https://www.eurokd.com/doi/10.32038/frsl.2024.02.0...
Status: Published
Publisher: EUROKD Egitm Danismanlik Group
Identification Number: 10.32038/frsl.2024.02.01
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