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

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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. https://doi.org/10.64152/10125/44145
dc.identifier.doihttps://doi.org/10.64152/10125/44145
dc.identifier.issn1094-3501
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.endingpage112
prism.number2
prism.publicationnameLanguage Learning & Technology
prism.startingpage94
prism.volume12

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Volume 12 Number 2, June 2008 Special Issue On Technology And Learning To Write