The Effect of Peer-feedback on EFL Medical Students’ Writing Performance

Please use this identifier to cite or link to this item: http://hdl.handle.net/20.500.12323/3341

Full metadata record

DC Field	Value	Language
dc.contributor.author	Afrasiabi, Maedeh	-
dc.contributor.author	Khojasteh, Laleh	-
dc.date.accessioned	2016-03-09T06:13:56Z	-
dc.date.available	2016-03-09T06:13:56Z	-
dc.date.issued	2015	-
dc.identifier.issn	2223-2613	-
dc.identifier.uri	http://hdl.handle.net/20.500.12323/3341	-
dc.description.abstract	Learning a second/foreign language is considered to be a complex activity which involves listening, speaking, reading, and writing (Rubin, 1987). Of all, writing is a skill essential for a person’s intellectual and communicative development which shows one’s thinking maturity. So when considering higher education, it is writing skill which is of great importance and one of the aspirations of the students in almost all fields of study in higher education is to be known as a good professional writer (Cortes, 2004; Hyland, 2008a, 2008b).	en
dc.language.iso	en	en
dc.publisher	Khazar University Press	en
dc.relation.ispartofseries	Volume 18;№ 4	-
dc.title	The Effect of Peer-feedback on EFL Medical Students’ Writing Performance	en
dc.type	Article	en
Appears in Collections:	2015, Vol. 18, № 4

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