Classroom-Based Academic Writing Interventions in Higher Education: A Systematic Review
收藏PsychArchives2023-09-12 更新2026-04-25 收录
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https://hdl.handle.net/20.500.12034/8714
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In this systematic review, academic writing interventions in higher education are analyzed for academic writing genre, types of intervention and instructional features, and overall effectiveness regarding undergraduate students’ academic writing. Interventions included in the review are empirical studies conducted in a classroom environment that employed an academic writing outcome measure. Preliminary findings regarding academic writing genres, types of intervention, and patterns regarding instructional features are discussed. Conclusions of the review will serve both researchers and practitioners regarding what has been done in the field of academic writing in higher education, as well as practical recommendations for supporting undergraduates’ academic writing in instructional practice. unknown unknown
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PsychArchives创建时间：
2023-09-12
