Please use this identifier to cite or link to this item: http://hdl.handle.net/10125/44145

Beyond the design of automated writing evaluation: Pedagogical practices and perceived learning effectiveness in EFL writing classes

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DC FieldValueLanguage
dc.contributor.authorChen, Chi-Fen Emily
dc.contributor.authorCheng, Wei-Yuan Eugene Cheng
dc.date.accessioned2017-06-14T02:28:49Z-
dc.date.available2017-06-14T02:28:49Z-
dc.date.issued2008-06-01
dc.identifier.citationChen, C.-F. E. & Cheng, W.-Y. E. (2008). Beyond the design of automated writing evaluation: Pedagogical practices and perceived learning effectiveness in EFL writing classes. Language Learning & Technology, (12)2, 94–112. http://dx.doi.org/10125/44145
dc.identifier.urihttp://hdl.handle.net/10125/44145-
dc.publisherUniversity of Hawaii National Foreign Language Resource Center
dc.publisherMichigan State University Center for Language Education and Research
dc.titleBeyond the design of automated writing evaluation: Pedagogical practices and perceived learning effectiveness in EFL writing classes
dc.typeArticle
dc.type.dcmiText
prism.publicationnameLanguage Learning & Technology
prism.volume12
prism.number2
prism.startingpage94
prism.endingpage112
Appears in Collections:Volume 12 Number 2, Special Issue On Technology And Learning To Write



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