The impact of note-taking, peer feedback, and automated feedback on summary writing: A study in the Japanese EFL context
Summary writing can be challenging for Japanese EFL learners, who tend to have difficulty with over-copying from source texts, reaching appropriate lengths, and choosing information for inclusion. This study reports on three interventions taken in tandem in an academic writing class: note-taking, pe...
| Main Authors: | , |
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| Format: | Article |
| Language: | English |
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Liverpool University Press
2024-09-01
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| Series: | International Journal of English for Academic Purposes |
| Subjects: | |
| Online Access: | http://www.liverpooluniversitypress.co.uk/doi/10.3828/ijeap.2024.11 |