Review published In:
Australian Review of Applied Linguistics
Vol. 44:1 (2021) ► pp.109114
References (8)
References
Gu, X. (2016). Assessment of intercultural communicative competence in FL education: A survey on EFL teachers’ perception and practice in China. Language and Intercultural Communication, 16(2),1–20. DOI logoGoogle Scholar
Reinders, H., Nunan, D., & Zou, B. (Eds.). (2017). Innovation in language learning and teaching: The case of China. London: Palgrave Macmillan. DOI logoGoogle Scholar
Wang, C. (2005). The length approach to ELT. Reflections on English Language Teaching, 4(1), 15–25.Google Scholar
Wang, C., & Wang, M. (2015). Effect of alignment on L2 written production. Applied Linguistics, 36(5), 503–526. DOI logoGoogle Scholar
Wen, Q. (2005). A critique of the length approach. Modern Foreign Languages, 28(3), 308–311.Google Scholar
Xiao, Y. (2007). Applying metacognition in EFL writing instruction in China. Reflections on English Language Teaching, 6(1), 19–33.Google Scholar
(2008). Building formal schemata with ESL student writers: Linking schema theory to contrastive rhetoric. Asian EFL Journal, 321, 13–40.Google Scholar
(2016). An exploratory investigation into the metacognitive knowledge and metacognitive strategies of university EFL writers in China. (Doctoral dissertation). Retrieved from ProQuest Dissertations Publishing. (UMI No. 10129574)Google Scholar