'Teaching Writing in English as a Foreign Language: Teachers’ Cognition Formation and Reformation' H. Zhao and L. J. Zhang (2022)
DOI:
https://doi.org/10.1558/wap.26469Keywords:
book review, Teaching Writing in English as a Foreign Language, H. Zhao, L. J. ZhangAbstract
Teaching Writing in English as a Foreign Language: Teachers’ Cognition Formation and Reformation
H. Zhao and L. J. Zhang. Springer Nature, Switzerland (2022).
XXII + 178 pp., € 106.99, ISBN: 978-3-030-99991-9
References
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Bakhtin, M. M. (1981). The dialogic imagination: Four essays. In M. Holquist (Ed.), C. Emerson & M. Holquist (Trans.) University of Texas Press.
Harris, K. R., Graham, S., MacArthur, C., Reid, R., & Mason, L. H. (2011). Self-regulated learning processes and children’s writing. In B. J. Zimmerman & D. H. Schunk (Eds.), Handbook of self-regulation of learning and performance (pp. 187–202). Routledge.
Lee, I. (2018). Future directions for writing teacher cognition. In J. Liontas (Ed.), The TESOL encyclopedia of English language teaching. Wiley-Blackwell and TESOL International Association.
