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Thursday, November 14 • 16:00 - 16:30
The impact of teacher metacognition on argumentative writing as a genre and a process: A case study of EFL writing classroom in the Mainland China

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The present case study aims to look at how teaching with metacognition in argumentative writing affect student writers' understanding and practice of argumentative writing as a genre and a process and to explore the potential relationship between writing performance and perception of argumentative writing as a genre and a process.

Speakers
CL

Chen LI

The Chinese University of Hong Kong
ZM

Zhicheng Mao

The Chinese University of Hong Kong


Thursday November 14, 2019 16:00 - 16:30
Arizona
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