奠定學術生涯成功的基礎:發展大學本科生在中文教育學科領域中跨文本的信息處理能力 title

研究出版

1. Cheong, C. M., Mu, R., & Zhang, X. (2023). A framework for cognitive and metacognitive processing skills in argumentative integrated writing assessments. In Teaching and Learning Source-Based Writing (pp. 203-220). Routledge. https://doi.org/10.4324/9781003283485-17https://doi.org/10.4324/9781003283485-17

2. Wei, W., Cheong, C. M., Zhu, X., & Lu, Q. (2022). Comparing self-reflection and peer feedback practices in an academic writing task: A student self-efficacy perspective. Teaching in Higher Education, 1-17. https://doi.org/10.1080/13562517.2022.2042242https://doi.org/10.1080/13562517.2022.2042242

3. Cheong, C. M., Luo, N., Zhu, X., Lu, Q., & Wei, W. (2022). Self-assessment complements peer assessment for undergraduate students in an academic writing task. Assessment & Evaluation in Higher Education, 48(1), 135-148. https://doi.org/10.1080/02602938.2022.2069225https://doi.org/10.1080/02602938.2022.2069225