10. Implications for pedagogy, policy, and research

Cumming, Alister

doi:10.1075/lllt.15.14cum

In:Goals for Academic Writing: ESL students and their instructors
Edited by Alister Cumming
[Language Learning & Language Teaching 15] 2006
► pp. 159–173

Get fulltext from our e-platform

Download Book PDF

10. Implications for pedagogy, policy, and research

Alister Cumming

Published online: 10 August 2006

https://doi.org/10.1075/lllt.15.14cum

Cited by (2)

Cited by two other publications

Lee, Meng‐Hsun, Eunice Eunhee Jang & Liam Hannah

2025. Automated Diagnostic Feedback vs. Self‐Assessment: Rethinking Feedback Mechanisms on Academic Writing Development. TESOL Quarterly

Ishii, David N.

2011. Paired learners’ verbalised strategies for determining grammatical correctness: a turn-based system for coding metatalk. Language Awareness 20:4 ► pp. 359 ff.

This list is based on CrossRef data as of 26 november 2025. Please note that it may not be complete. Sources presented here have been supplied by the respective publishers. Any errors therein should be reported to them.