Andere Kunden interessierten sich auch für
![The Development of Intercultural Communicative Competence]( "The Development of Intercultural Communicative Competence")
The Development of Intercultural Communicative Competence53,99 €![The Puzzle of Blended-Learning in Higher Education]( "The Puzzle of Blended-Learning in Higher Education")
The Puzzle of Blended-Learning in Higher Education40,99 €![The Effect of Blended Learning on e-Socialization of Older Adults]( "The Effect of Blended Learning on e-Socialization of Older Adults")
The Effect of Blended Learning on e-Socialization of Older Adults16,99 €![Diverse Pedagogical Approaches to Experiential Learning]( "Diverse Pedagogical Approaches to Experiential Learning")
Diverse Pedagogical Approaches to Experiential Learning110,99 €![Diverse Pedagogical Approaches to Experiential Learning]( "Diverse Pedagogical Approaches to Experiential Learning")
Diverse Pedagogical Approaches to Experiential Learning110,99 €![The Impact of Self-assessment in an Adult EFL Classroom in Armenia]( "The Impact of Self-assessment in an Adult EFL Classroom in Armenia")
The Impact of Self-assessment in an Adult EFL Classroom in Armenia23,99 €![Motivation and the use of authentic material in teaching EFL to adults]( "Motivation and the use of authentic material in teaching EFL to adults")
Motivation and the use of authentic material in teaching EFL to adults26,99 €
This study attempted to examine the effectiveness of a writing course designed with the process genre approach (PGA) and a blended learning approach (BLA) for pre-service English language teachers, who are at the same time EFL learners. It also aimed to investigate the attitudes of pre-service EFL teachers towards different approaches to teaching writing after being exposed to the aforementioned approaches. A mixed methods approach was adopted to effectively answer all of the research questions posed through an action research design. Students' performances throughout the course were quantitatively evaluated to determine their progress and hence the effectiveness of the course. Data were collected through interviews from 16 participants who took part in the writing course (Stage I) and 17 participants who did not take part in the writing course (Stage II), and through lecturer observation.