{"title":"二级写作教师的博士出版反馈实践：教师反馈素养视角","authors":"Linlin Xu, Jiehui Hu, Huihui Li, Jingnan Li","doi":"10.1080/02602938.2024.2333932","DOIUrl":null,"url":null,"abstract":"While feedback literate teachers play critical roles in enhancing feedback efficacy and students’ learning, there is a paucity of studies on writing teacher feedback literacy. To address this issue...","PeriodicalId":48267,"journal":{"name":"Assessment & Evaluation in Higher Education","volume":"47 1","pages":""},"PeriodicalIF":4.1000,"publicationDate":"2024-04-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"0","resultStr":"{\"title\":\"L2 writing teachers’ feedback practices for doctoral publishing: a teacher feedback literacy perspective\",\"authors\":\"Linlin Xu, Jiehui Hu, Huihui Li, Jingnan Li\",\"doi\":\"10.1080/02602938.2024.2333932\",\"DOIUrl\":null,\"url\":null,\"abstract\":\"While feedback literate teachers play critical roles in enhancing feedback efficacy and students’ learning, there is a paucity of studies on writing teacher feedback literacy. To address this issue...\",\"PeriodicalId\":48267,\"journal\":{\"name\":\"Assessment & Evaluation in Higher Education\",\"volume\":\"47 1\",\"pages\":\"\"},\"PeriodicalIF\":4.1000,\"publicationDate\":\"2024-04-04\",\"publicationTypes\":\"Journal Article\",\"fieldsOfStudy\":null,\"isOpenAccess\":false,\"openAccessPdf\":\"\",\"citationCount\":\"0\",\"resultStr\":null,\"platform\":\"Semanticscholar\",\"paperid\":null,\"PeriodicalName\":\"Assessment & Evaluation in Higher Education\",\"FirstCategoryId\":\"95\",\"ListUrlMain\":\"https://doi.org/10.1080/02602938.2024.2333932\",\"RegionNum\":2,\"RegionCategory\":\"教育学\",\"ArticlePicture\":[],\"TitleCN\":null,\"AbstractTextCN\":null,\"PMCID\":null,\"EPubDate\":\"\",\"PubModel\":\"\",\"JCR\":\"Q1\",\"JCRName\":\"EDUCATION & EDUCATIONAL RESEARCH\",\"Score\":null,\"Total\":0}","platform":"Semanticscholar","paperid":null,"PeriodicalName":"Assessment & Evaluation in Higher Education","FirstCategoryId":"95","ListUrlMain":"https://doi.org/10.1080/02602938.2024.2333932","RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q1","JCRName":"EDUCATION & EDUCATIONAL RESEARCH","Score":null,"Total":0}
L2 writing teachers’ feedback practices for doctoral publishing: a teacher feedback literacy perspective
While feedback literate teachers play critical roles in enhancing feedback efficacy and students’ learning, there is a paucity of studies on writing teacher feedback literacy. To address this issue...
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