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Summary writing in a Thai EFL university context · Study

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ArticleSummary writing in a Thai EFL university context

Kim McDonough2014

Article2014

Summary writing in a Thai EFL university context

Kim McDonough · William J. Crawford · Jindarat De Vleeschauwer

60 citations·0/0 files stored·Journal of Second Language Writing

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EFL/ESL Teaching and Learning Second Language Acquisition and Learning Discourse Analysis in Language Studies

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References

2000Longman Grammar of Spoken and Written English 2011Should We Use Characteristics of Conversation to Measure Grammatical Complexity in L2 Writing Development?1982Writing academic English 2003Good and original: Plagiarism and patchwriting in academic second-language writing 1995Plagiarisms, Authorships, and the Academic Death Penalty 2011Learning-to-Write and Writing-to-Learn in an Additional Language 2006The use of paraphrase in summary writing: A comparison of L1 and L2 writers 2005Differences in written discourse in independent and integrated prototype tasks for next generation TOEFL

Cited by

2019The effects of integrated writing on linguistic complexity in L2 writing and task-complexity 2015The development of vocational English materials from a social semiotic perspective: participatory action research 2018Source use in the story continuation writing task 20167. Thai EFL learners’ interaction during collaborative writing tasks and its relationship to text quality 2022Assessing pragmatic performance in advanced L2 academic writing through the lens of local grammars: A case study of ‘exemplification’

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Details

Year2014

Typearticle

Published2014-03-28

VenueJournal of Second Language Writing

ISSN-L1060-3743

Languageen

Citations60

Files0 public / 0

ShelfEFL/ESL Teaching and Learning

Identifiers

doi10.1016/j.jslw.2014.03.001

openalex_workW2005151783

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2016The influence of summary writing on the development of reading skills in a foreign language

2023The impact of altruism on the emotions and English summary writing skills of L2 learners: An intervention study in light of positive psychology

2019Evaluation of intervention on Chinese graduate students’ understanding of textual plagiarism and skills at source referencing