EMPOWERING ENGLISH WRITING STUDENTS: REFLECTING ON ASPECTS OF THE PROCESS THAT HELPED ME MOST?
Process-oriented writing instruction has been advocated for both L1 and L2 writing classrooms since the 1960s. Empowering learner autonomy may best occur through non-direct instruction (Rogers & Freiberg, 1994), engaging students in social learning (Vygotsky, 1978) and creating workshop-like cl...
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| Format: | Article |
| Language: | English |
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Universitas Sanata Dharma
2017-10-01
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| Series: | LLT Journal: A Journal on Language and Language Teaching |
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| Online Access: | http://e-journal.usd.ac.id/index.php/LLT/article/view/714 |