Zobrazeno 1 - 10
of 17
pro vyhledávání: '"Cecilia Guanfang Zhao"'
Autor:
QI QI, Cecilia Guanfang Zhao
Publikováno v:
TESOL Quarterly. 57:566-594
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::66610ab02995572a2cb4816bd61b1056
https://doi.org/10.1002/tesq.3167
https://doi.org/10.1002/tesq.3167
Publikováno v:
Language Assessment Quarterly. 19:368-393
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::6abc9c35ff62486d9b0f910dca75d43c
https://doi.org/10.1080/15434303.2022.2073886
https://doi.org/10.1080/15434303.2022.2073886
Autor:
Chengyuan Yu, Cecilia Guanfang Zhao
Publikováno v:
Asia Pacific Education Review. 22:743-755
This narrative inquiry documented a university student’s graduation policy appropriation from a sociocultural perspective and explored how various factors may have affected this appropriation process in a particular higher education context. Longit
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::3eb26bf3a398532438bf9706ba96869b
https://doi.org/10.1007/s12564-021-09714-9
https://doi.org/10.1007/s12564-021-09714-9
Publikováno v:
International Journal of Bilingual Education and Bilingualism. 25:2382-2396
The present study used a repetition priming paradigm to investigate the basic morphological units stored in mental lexicon for Chinese as second language learners (L2) and Chinese native speakers (...
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::520d619d89967b295e607238fc84a766
https://doi.org/10.1080/13670050.2021.1913984
https://doi.org/10.1080/13670050.2021.1913984
Autor:
Cecilia Guanfang Zhao
Publikováno v:
Assessing the English Language Writing of Chinese Learners of English ISBN: 9783030927615
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::9511ef7f4a366ed1188adb00ba0cc0c3
https://doi.org/10.1007/978-3-030-92762-2_9
https://doi.org/10.1007/978-3-030-92762-2_9
Publikováno v:
Language Testing. 36:617-627
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::2bae6d031ada127a9c42b496b77bc053
https://doi.org/10.1177/0265532219849000
https://doi.org/10.1177/0265532219849000
Autor:
Jincheng WU, Cecilia Guanfang Zhao
Publikováno v:
Assessing Writing. 53:100632
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::18802556649d6fa6392ad6efe7ad5b1e
https://doi.org/10.1016/j.asw.2022.100632
https://doi.org/10.1016/j.asw.2022.100632
Autor:
Cecilia Guanfang Zhao
Publikováno v:
Journal of English for Academic Purposes. 37:117-126
In the field of second language writing, some scholars argue that the concept of authorial voice is too culturally loaded to be accessible to L2 students, especially those from collectively-oriented cultures. Others, however, provide evidence, althou
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::0b7948510114781539a94ee5b3d53bdb
https://doi.org/10.1016/j.jeap.2018.11.004
https://doi.org/10.1016/j.jeap.2018.11.004
Autor:
Chengyuan Yu, Cecilia Guanfang Zhao
Publikováno v:
The Journal of Academic Librarianship. 47:102454
Previous scholarship has established a connection between information literacy and writing, highlighting in particular how writing theories could inform our understanding of information literacy. This paper continues this line of inquiry and discusse
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::12efc7db18e5d17a9a7b2ceb2ca5e936
https://doi.org/10.1016/j.acalib.2021.102454
https://doi.org/10.1016/j.acalib.2021.102454
Autor:
Cecilia Guanfang Zhao
Publikováno v:
Chinese-Speaking Learners of English ISBN: 9780429290848
Existing literature examining the challenges L2 learners face when writing academically tends to focus on the examination of their written products; few has looked into their metacognitive understanding of the nature and critical features of English
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::65ebfc766099734914395026a8168adc
https://doi.org/10.4324/9780429290848-7
https://doi.org/10.4324/9780429290848-7