Development of Literacy Engagement in Chinese Students with Varying Language Proficiencies

The objective of this study is to develop literacy engagement in Chinese students with varying language proficiencies through teacher-written corrective feedback. Drawing on Bandura’s social cognitive theory and Boekaerts and Corno’s self-regulation theory, the research aims to understand how correc...

Ausführliche Beschreibung

Gespeichert in:

Bibliographische Detailangaben
Veröffentlicht in:	International journal of education and literacy studies Jg. 12; H. 3; S. 33 - 43
Hauptverfasser:	Jiang, Apisak Sukying, Yilin, Sukying, Apisak
Format:	Journal Article
Sprache:	Englisch
Veröffentlicht:	Footscray Australian International Academic Centre PTY. Ltd (AIAC) 30.07.2024
Schlagworte:	Asian students Chinese languages Classrooms College students Competence Data analysis Educational Strategies Epistemology Feedback Feedback (Response) Language proficiency Literacy Literacy skills Qualitative analysis Qualitative research Quantitative analysis Regulation theory Self control Self regulation Social cognitive theory Statistical analysis Student teacher relationship Students Teachers Teaching methods
ISSN:	2202-9478, 2202-9478
Online-Zugang:	Volltext
Tags:	Tag hinzufügen Keine Tags, Fügen Sie den ersten Tag hinzu!

Schreiben Sie den ersten Kommentar!