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Language Awareness Volume 31, 2022 - Issue 3
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Articles

Contextualizing feedback in L2 writing: the role of teacher scaffolding

Dongying LiBeijing Foreign Studies University, Beijing, ChinaORCID Iconhttps://orcid.org/0000-0002-6835-5129View further author information
ORCID Icon &
Lian ZhangBeijing Foreign Studies University, Beijing, ChinaCorrespondence[email protected]
ORCID Iconhttps://orcid.org/0000-0003-0349-6809View further author information
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Pages 328-350 | Received 07 Oct 2019, Accepted 22 Apr 2021, Published online: 02 Jun 2021

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Read on this site (2)

Lihong Ma, Leifeng Xiao & Yuhong Jiao. (2023) Mediation of Reading Enjoyment between Teacher Feedback and Reading Achievement: Cross-Cultural Generalizability across 75 Countries/Economies. The Journal of Experimental Education 0:0, pages 1-21.
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Jungmin Lim, Magda Tigchelaar & Charlene Polio. (2022) Understanding text-based studies of linguistic development through goals for academic writing. Language Awareness 31:1, pages 117-136.
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Articles from other publishers (1)

Zilin Sang & Weicheng Zou. (2022) The Effect of Joint Production on the Accuracy and Complexity of Second Language Writing. Journal of Psycholinguistic Research 52:2, pages 425-443.
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