“I Became Self-Motivated”: Investigating Chinese Students’ Motivation in Assessed Collaborative Writing Tasks
While the existing literature on collaborative writing has implied the benefits of its implementation in second language (L2) classrooms for students’ language learning, the assessment of collaborative writing has received scant attention in both language assessment literature and L2 writing literat...
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| Main Authors: | , |
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| Format: | Article |
| Language: | English |
| Published: |
SAGE Publishing
2025-02-01
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| Series: | SAGE Open |
| Online Access: | https://doi.org/10.1177/21582440251322617 |
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