Zobrazeno 1 - 10 of 23 pro vyhledávání: '"Choo Mui Cheong"'
1
Akademický článek
Understanding the Difference Between Self-Feedback and Peer Feedback: A Comparative Study of Their Effects on Undergraduate Students' Writing Improvement
Autor: Qi Lu, Xinhua Zhu, Choo Mui Cheong
Publikováno v: Frontiers in Psychology, Vol 12 (2021)
Due to the growing popularity of Assessment for Learning in higher education, self- feedback and peer feedback are often highlighted for their role in improving writing performance. In order to provide appropriate support for students' effective impl
Externí odkaz: https://doaj.org/article/503ebec121b3478f97d4e465c75ec8dc
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2
Akademický článek
Primary School Teachers’ Conceptions of Reading Comprehension Processes and Its Formulation
Autor: Xinhua Zhu, Choo Mui Cheong, Guan Ying Li, Jacqueline Wu
Publikováno v: Frontiers in Psychology, Vol 11 (2020)
Understanding reading comprehension processes is vital for teachers to effectively conduct teaching and assessment of reading in schools. Hong Kong students’ outstanding reading performance internationally is commonly attributed to the implementati
Externí odkaz: https://doaj.org/article/6e4fc4fb4c3c4edbb4463d5be87ff6bd
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4
The role of need for cognition (NfC) in the effect of language modalities on integrated writing performance
Autor: Choo Mui Cheong, Xinhua Zhu, Yaping Liu
Publikováno v: British Journal of Educational Psychology. 92:1256-1277
As a complex cognitive task, integrated writing (IW) requires not only different language modalities but also persistent cognitive effort. In practice, varied language modalities are taught together with IW tasks. However, little research has been do
Externí odkaz: https://explore.openaire.eu/search/publication?articleId=doi_dedup___::67f79a5df982c0640e3f0f528de1f5d8
https://doi.org/10.1111/bjep.12498
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7
Direct and indirect effects of independent language skills on the integrated writing performance of Chinese-speaking students with low proficiency
Autor: Choo Mui Cheong, Xian Liao, Xinhua Zhu
Publikováno v: Reading and Writing. 34:2529-2557
Integrated writing is increasingly used in language assessment programmes. As a hybrid task, it requires students to coordinate different language skills, i.e. listening, reading and writing, to retrieve information from multiple sources, and compose
Externí odkaz: https://explore.openaire.eu/search/publication?articleId=doi_________::bf3a8d041431dcc882dd287f202647b9
https://doi.org/10.1007/s11145-021-10152-7
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8
Secondary school students’ discourse synthesis performance on Chinese (L1) and English (L2) integrated writing assessments
Autor: Xian Liao, Guan Ying Li, Guoxing Yu, Choo Mui Cheong, Xinhua Zhu
Publikováno v: Zhu, X, Li, G Y, Cheong, C M, Yu, G & Liao, X 2021, ' Secondary school students’ discourse synthesis performance on Chinese (L1) and English (L2) integrated writing assessments ', Reading and Writing, vol. 34, no. 1, pp. 49-78 . https://doi.org/10.1007/s11145-020-10065-x
This study investigates the relationship between three discourse synthesis skills (i.e., quotation, summarization, and connection) and students’ overall integrated writing performance in Chinese, students’ first language, and English, their secon
Externí odkaz: https://explore.openaire.eu/search/publication?articleId=doi_dedup___::c5f434aa0b8febe21b9b7a49dea534e5
https://doi.org/10.1007/s11145-020-10065-x
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9
Secondary teachers’ conceptions of integrated writing skills: Are teachers’ conceptions aligned with the curriculum objectives
Autor: Xinhua Zhu, Choo Mui Cheong, Guan Ying Li
Publikováno v: Asia Pacific Education Review. 21:379-391
Integrated writing skills that emphasize integrated use of language skills and multiple source materials have attracted increasing attention in language education globally and locally in Hong Kong. This study examines teachers’ conceptions of integ
Externí odkaz: https://explore.openaire.eu/search/publication?articleId=doi_________::2817e25ed4b3f36cb68400df204bb881
https://doi.org/10.1007/s12564-020-09629-x
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