Their study indicated that the different impact on students' writing is mostly due to the inherent affordances of chats and text-based communication.
those findings contradict the findings of Lin's (2014) meta-analysis study, which indicated no significant moderating effect of modality
After participating in a microblogging activity, Zheng and Warschauer (2015) indicated that ELL students experienced higher writing gains compared to their non-ELL peers.
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