Abstract

This study’s findings suggest that question-based pedagogy has the potential to address a gap in the research on feedback and response while also transforming the labor of feedback, benefiting student writers, and mitigating common feedback concerns for both students and instructors.

Journal
Teaching English in the Two-Year College
Published
2021-05-01
DOI
10.58680/tetyc202131349
CompPile
Open Access
Closed
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