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The present study aims to validate Akbari et al.'s (2010) English Language Teaching Reflection Inventory in a Chinese EFL context. It comprises two phases. During the first phase, Akbari et al.'s (2010) hypothetical model was modified and validated through exploratory factor analysis (EFA) and confirmatory factor analysis (CFA). The data used in this phase includes two samples (S1 = 334 and S2 = 1055),...
Despite the growing interest in the use of content-based instruction approaches in ESL 2 2For the purposes of the study, the term English as a Second Language (ESL) denotes the learning of English in a country where English is spoken by a majority as a first language, and English as a foreign Language (EFL) denotes the learning of English in a country where the majority speak a first language...
Among the many controversies in second language writing instruction is the issue of whether or not to employ peer feedback. The current study collected anonymous questionnaire data on whether second language learners prefer to receive peer feedback as one type of feedback on their writing. Participants were first-and second-year undergraduate ESL students of lower intermediate to high proficiency,...
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