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dc.rights.licenseAl consultar y hacer uso de este recurso, está aceptando las condiciones de uso establecidas por los autores.es_CO
dc.contributor.advisorLytvychenko, Valeriya
dc.contributor.advisorPeña Dix, Beatriz María 
dc.contributor.authorAgudelo Soto, Katherine Eliana
dc.date.accessioned2018-09-28T10:40:59Z
dc.date.available2018-09-28T10:40:59Z
dc.identifier.urihttp://hdl.handle.net/1992/13517
dc.descriptionilustraciones a colores_CO
dc.descriptionIncluye referencias bibliográficases_CO
dc.descriptiontextoes_CO
dc.descriptioncomputadoraes_CO
dc.descriptionrecurso en líneaes_CO
dc.description.abstractThis sequential explanatory mixed-methods research explored Colombian EFL teachers and students ' perceptions of feedback on writing in a foreign language. It gave a comprehensive account of the issue studied based on the data collected from different sources, such as surveys, focus groups, archival documents, artifacts and observations. Additionally, it served as a basis for further research on writing and assessment in foreign language leaming, giving recommendations to teachers and admimstrators regarding the use of formative feedbackes_CO
dc.format.extent149 hojases_CO
dc.language.isospaes_CO
dc.sourceinstname:Universidad de los Andeses_CO
dc.sourcereponame:Sénecaes_CO
dc.titleTeachers' and students' perceptions of formative feedback on L2 writinges_CO
dc.typemasterThesises_CO
dc.publisher.programMaestría en Pedagogía de Lenguas Extranjeras*
dc.rights.accessRightsopenAccess
dc.subject.keywordAdquisición de segundo lenguaje - Investigacioneses_CO
dc.subject.keywordInglés - Retórica - Investigacioneses_CO
dc.creator.degreeTesis (Magíster en Pedagogía de Lenguas Extranjeras) -- Universidad de los Andeses_CO
dc.publisher.facultyFacultad de Ciencias Sociales*
dc.publisher.departmentDepartamento de Lenguas y Culturaes_CO
dc.type.versionpublishedVersion


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