ESL Students’ Perception of Teacher’s Written Feedback Practice in Malaysian Classrooms

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"ESL Students’ Perception of Teacher’s Written Feedback Practice in Malaysian Classrooms"
written by Mohd Azim Saidon, Nur Ehsan Mohd Said, Tuan Mastura Tuan Soh, Hazrati Husnin,
published by Creative Education, Vol.9 No.14, 2018

has been cited by the following article(s):

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[5]	Exploring EFL female teachers' and undergraduate students' perceptions regarding written corrective feedback
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[6]	The Role of Online Written Feedback on Learners' Writing Skills during Online Learning
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[7]	MENTAL HEALTH AMONG STUDENTS'DURING COVID 19 PANDEMIC: A REVIEW
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[8]	Understanding How Chinese University Students Engage with Teacher Written Feedback in an EFL Context: A Multiple Case Study.
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[9]	FACTORS AFFECTING MALAYSIAN ENGLISH LANGUAGE TEACHERS'UNDERSTANDING OF FEEDBACK
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[10]	Malaysian ESL students' attitude, perceptions and preferences of teacher written feedback in writing
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[11]	Designing a Module as a Strategic Solution to Enhance Creativity in the Teaching of Writing
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[12]	The Implementation of Open Learning in Learning Writing Skill among TESL Teacher Trainees
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[13]	Chinese-speaking ESL pre-university students' perceptions of the effectiveness of collaborative planning in an academic writing course
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[14]	Teachers' Feedback Practice and Students' Academic Achievement: A Systematic Literature Review
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[15]	Flowchart: Scaffolding Narrative Writing in an English as a Second Language (ESL) Primary Classroom
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[16]	ENHANCING STUDENTS'WRITING IN ENGLISH FOREIGN LANGUAGE CONTEXTS THROUGH EFFECTIVE FEEDBACK: A CASE STUDY OF TEACHER …
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[17]	The effects of lecturer's model e-comments on graduate students' peer e-comments and writing revision
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[18]	Process approach in teaching of ESL writing: teacher's assistance and its practicality in real classroom
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[1]	Chinese-speaking ESL pre-university students’ perceptions of the effectiveness of collaborative planning in an academic writing course Dil ve Dilbilimi Çalışmaları Dergisi, 2021 DOI:10.17263/jlls.904147

[2]	The effects of lecturer’s model e-comments on graduate students’ peer e-comments and writing revision Computer Assisted Language Learning, 2019 DOI:10.1080/09588221.2019.1609521