The enactment of positive emotions via teacher scaffolding: The case of Chinese high school EFL learners’ engagement with teacher written feedback-Reference-Cited by-同舟云学术

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The enactment of positive emotions via teacher scaffolding: The case of Chinese high school EFL learners’ engagement with teacher written feedback

Published:2024-08 Issue: Volume:124 Page:103375
ISSN:0346-251X
Container-title:System
language:en
Short-container-title:System

Author:

Cheng Xiaolong,Gao Lori Xingzhen,Liu Yan

Publisher

Elsevier BV

Reference70 articles.

1. Written corrective feedback in second language acquisition and writing;Bitchener,2012

2. Written corrective feedback for L2 development;Bitchener;Multilingual Matters,2016

3. Teacher feedback literacy and its interplay with student feedback literacy;Carless;Teaching in Higher Education,2020

4. An exploratory study on the role of L2 collaborative writing on learners' subsequent individual composed texts;Chen;The Asia-Pacific Education Researcher,2019

5. When Chinese learners meet constructivist pedagogy online;Chen;Higher Education,2012

Cited by 1 articles. 订阅此论文施引文献订阅此论文施引文献，注册后可以免费订阅5篇论文的施引文献，订阅后可以查看论文全部施引文献

1. From Periphery to Center: The Emotional Sequence of Cognitive Revision in L2 Writing Assessment;Psychological Reports;2024-09-10

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